Abstract
Numerous online resources provide a variety of content for a wide range of STEM topics; however, they tend to function as isolated tidbits that provide content-specific knowledge. Application-based science education videos address the overlooked issue of concept to application by implementing experimental components in their videos and fostering connections with everyday applications. We utilized the Journal of Visualized Experiments (JoVE) peer reviewed science education videos as homework assignments to supplement lectures on the topics of enthalpy, entropy, rate laws, and Le Châtelier’s principle in a second-term general chemistry course. Student learning was assessed through the analysis of pre- and post-video conceptual quizzes, and value surveys were also conducted to gather student feedback about the videos. Our investigation shows that using these videos in the course significantly improved student learning and reinforced conceptual understanding for important foundational concepts, and these results hold even for students who did not feel positively toward the videos.
Annotation
The authors made use of videos posted on The Journal of Visualized Experiments (JoVE) to bridge the gap between conceptual understanding and its relevant application for students enrolled in a general Chemistry course lacking an experimental component. The 8-9 minute videos are structured to first introduce a concept and then demonstrates a laboratory experiment on the topic. Students responded positively to all the videos introduced and student learning was noted to improve for both high and low scoring topics. The authors suggest that these videos have the potential to be used to not only supplement face-to-face (f2f) learning but to also be used in hybrid flipped classrooms.
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