Document Type

Article

Journal/Book Title/Conference

ICLS 2014 Proceedings

Publication Date

2014

First Page

1617

Last Page

1618

Abstract

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.

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