Today, the use of web-based videos in science classrooms is becoming more and more commonplace. However, these videos are often fast-paced and information rich—science concepts can be fragmented and embedded within larger cultural issues. This article addresses the cognitive difficulties posed by many web-based science videos. Drawing on concepts from media literacy education, the authors provide strategies to reduce cognitive issues and enrich students’ understanding. These strategies support the development of science literacy as described in the National Science Education Standards (NRC 1996), and help students learn to identify science concepts embedded in web resources and popular media.
Details
Type Journal ArticlePub Date 1/1/2009Stock # tst09_076_01_47Volume 076Issue 01