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|Title:||Examining How Students Make Sense of Slow-Motion Video|
Kim, Nam Ju
Lee, Victor R.
|Publisher:||Boulder, CO: International Society of the Learning Sciences|
|Citation:||Yuan, M., Kim, N. J., Drake, J., Smith, S., & Lee, V. R. (2014). Examining How Students Make Sense of Slow-Motion Video. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 3. Colorado, CO: International Society of the Learning Sciences, pp. 1617-1618.|
|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.|
|Appears in Collections:||ICLS2014|
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