ICLS 2014 Proceedings
Slow-motion video is starting to appear in science classrooms as a source of data for students to examine. However, seeing important features in such video requires a particular kind of student engagement and supported acts of noticing. This poster reports on an exploratory study of what students noticed and talked about when viewing slow-motion video during a classroom design experiment focused on bodily activity as it relates to motion and animation.
Yuan, Min; Kim, Nam Ju; Drake, Joel; Smith, Scott; and Lee, Victor R., "Examining How Students Make Sense of Slow-Motion Video" (2014). Instructional Technology and Learning Sciences Faculty Publications. Paper 489.