Video watching and hands-on experiments to learn science: what can each uniquely contribute?

Abstract

Abstract An experimental group and control group pretest and posttest design was used to conduct qualitative coding and quantitative analysis on two classes in grade 5. The aim was to investigate whether science education videos can be used in place of simulation experiments. The results showed that (1) in terms of scientific knowledge, the difference between science videos and hands-on experiments was not significant; (2) in terms of modeling capability, the hands-on class had better results regarding the perception and application of materials; and (3) more precise experiments had better effects on health behavior, but there was no significant difference between imprecise experiments and science videos. In the absence of laboratory equipment, science videos could therefore be an alternative solution.

Keywords

• Science videos
• Simulation experiments
• Thinking-based inquiry teaching
• Modeling ability