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The writer shall start by defining key terms; videos. Secondly he shall evaluate the use of videos
in the teaching and learning process in science. Thirdly, he shall give a brief summary and his
position.
Champoux (1999) defines videos as recordings, images and displays that can be presented on a
television. Videos when properly utilized can significantly improve the learners experience and
the teachers job a whole lot simpler. However video usage in the teaching and learning comes
Teachers can use videos in order to ensure that the intended educational message reaches
learners in the most appropriate and effective manner. Learning can at times be boring to a
student who is not sufficiently motivated, (Server at al., 2004). Videos can provide high level of
enjoyment in learning especially in science topics such as organic chemistry which are abstract.
However the use of videos may require special equipment such as a laptop computer, projector
screen and power supply to project slides. Such equipment are not readily accessible to schools
in rural schools in developing countries such as Zimbabwe. Some of these schools may be
struggling with ensuring that learners get access to basic textbooks. Video can be presented using
projected media. Projected media is projected on the wall or a screen and requires electricity in
order to function. The use of electricity by projected media is one of its major shortcomings and
this can affect video presentations when there is no power supply. Reliable electricity is vital in
order for video to operate uninterrupted. Videos can be viewed on overhead projectors or
electronic gadgets such as smartphones, laptops or IPads. This may result in problem in
Zimbabwe were electricity power cuts are common and this directly affects schools that plan to
learners. However videos may be abused by a science teacher or presenter who may want to use
a video as a time filler for an ill-prepared lesson. For instance the teacher may use a video
presentation in a lesson to teach a topic in biodiversity. The mere playing of the biodiversity
video will not suffice but the teacher should already have prepared for the lesson. Therefore are
not a substitute for ill-preparedness by the teacher but are meant to complement other teaching
Bloom et al. (1956) suggested that video presentation provides a striking visual impact of the
material being presented. Science students may at times get easily bored by a monotonous
repetition of being subjected to the same teaching methods every day. The science teacher or
presenter using a photosynthesis science video by means of filmstrip projectors can design and
present visuals with a blend of colours. This blend of colours is vital especially when the science
teacher is making presentations in scientific areas such as animal physiology and chemistry
molecular designs. Videos can produce visuals which can be applied in diverse subjects. For
processes and environmental management. However there are science teachers who may have
access to videos or can make the videos but tend to dislike to use them. This discomfort to the
use of video in the teaching and learning process of science may be due to a resistance to change.
Science teachers like all human beings may not want to adopt to new technologies because of a
The use of science videos with songs and quality pictures tend to enormously increase larger
percentages and longer retention. Research suggests that people learn abstract, new and novel
concepts more easily when they are presented in both visual and verbal form (Salomon, 1979).
Therefore science videos can help students in recalling abstract science concepts such as
comprehend for most learners. Videos are usually presented using overhead projectors,
carefully managed. The presenter who may be in the form of the science teacher or learner more
often than not tends to step in front of the beam of light and not only temporarily blind himself,
but ruin the science video picture. Therefore the presenter needs to practice how to use projector
media otherwise if it is improperly used may defy the intended science video purpose.
Video presentations can offer high quality music, visualisations and new science stories that have
very high production quality capable of showcasing complex ideas in short period of time.
Bransford, Browning, and Cocking (1999) also noted the crucial role that videos play in creating
learning environments that extend the possibilities of one-way communication media, such as
movies, documentaries, television shows and music into new areas that require interactive
learning like visualization and student-created content. This therefore can shorten lengthy
science lesson presentations. A group of science students together with their teacher can gather
together a conduct a video conference on Skype. However this requires reliable and undisrupted
internet connection which many science students in Zimbabwe do not have access to. Other
empirical research shows that videos make concepts more accessible to a person than text media
and help with later recall (Salomon, 1979). However science videos presentations which
incorporate too much humor, drama, terror and language may distract some learners from the
theories and concepts the scenes portray. This can divert the attention of learners if the science
teacher is not cautious enough. At the same time some learners who may be very sensitive may
become offended by videos with objectionable content. It is therefore the duty of the science
teacher or presenter to carefully select the nature and content of material he/she intends to use in
Science videos can be used in a diverse setting in order to enhance learning. This can be both in a
classroom, science laboratory, seminar room, and also for out-of-class assignments. Science
videos can be in the form of short films and television clips, or be blog postings and these can be
viewed in order to reinforce concepts and spark discussion. Short films and other science video
outputs can be presented in high definition. This improves the quality of the output. Songs and
music videos, especially when the lyrics are made available, can be used to the same effect.
However science videos presented using overhead projectors more often than not require at least
partial darkness for projections. This can therefore limit the usefulness and visibility of videos in
an out-of-class setting.
Serva et al. (2004) suggested that videos offer both cognitive affective experiences. This is
because video presentations merge the distant past and present together and provoke discussion,
an assessment of ones values, and an assessment of self if the scenes have a strong emotional
content. Such emotional content may be aroused by the science teacher showing his learners a
documentary on the effects of the sexually transmitted infection syphilis on the genital area.
Seeing such a video can arouse emotions and spark constructive discussions in the science class.
However the science teacher should keep their materials and examples decent, up-to-date and
Popular science video content such as the experiment to test for the presence of starch in a green
leaf made by the science teacher or other presenters can be developed into DVDs and such
presentations can be posted on internet sites such as YouTube. These kind of posts are a familiar
medium to learners and gain attention and maintain student interest in the scientific theories and
concepts under discussion. Students can see the theories and concepts in action. This ensures that
students can improve their analytical skills by analyzing media using the theories and concepts
they are studying. However not all videos have good sound quality or may need an external
sound unit such as a dolby processor for really solid presentations. In addition not all learners
have access to such technology especially in a developing and economically challenged country
such as Zimbabwe.
Ellis (1974) suggested that videos being projected on a film projector are a suitable method for
large audiences, for example presenting a topic on the different types of pulley systems in a
seminar with over 150 learners in a lecture theater. The science teacher can enlarge or reduce the
actual size of objects as deemed necessary. The video presentation can be rearranged to suit the
needs and requirements of the teacher. However for education and learning using videos to be a
success, the teacher must have access to computer and software to generate the videos, (Siddiqui,
2005). Not all science teachers and schools are fortunate to have access to such computer and
software. To a greater extent rural schools in Zimbabwe that are underprivileged find it difficult
With the advancement of technology, video utilizing technology such as overhead projectors,
computers, IPads and television technologies have become portable. This is obviously more
have also resulted in in the easy storage of information which will be presented, (Champoux
et.al, 1999). For example compact disks, flash discs and memory sticks have become easily
accessible and relatively cheap. However using videos for science presentations oftentimes
requires additional work such as prepositioning an overhead projector or a computer at the start
of a scene before class, digitalizing media for playback on a computer and making sure that the
audio-visual equipment is functioning properly beforehand. This requires basic operating
training for the science teacher or presenter. At times videos can be negatively affected by
computer or software failures, (Chauhan, 1979). This can result in inconvenience and disruption
of science lessons.
Since science videos can be stored in devices such as computer hard drives, compact discs,
memory sticks and DVDs, presented information can therefore be easily stored for future use.
For instance if Tafara high school fails to attend an A-Level physics seminar presentation in
which video presentations were being done using an overhead projector, these learners can get
access to the presented video and benefit. However using videos takes time away from other
class activities, (Ellington, 1993). Therefore the science teacher needs to decide whether the
video makes its point efficiently and with enough effect to warrant the use of class time.
Conclusively, science videos improve the effectiveness of teaching and learning. However, these
videos should not be used in isolation but should be used as a complimentary aid to other
teaching and learning methods. Therefore proper planning and excellent administration are
required in order to properly and effectively integrate science videos with effective learning and
education.
References
Bloom, B., Englehart, M. Furst, E., Hill, W., and Krathwohl, D. (1956). Taxanomy of
Bransford, J., Brown, A., and Cocking, R. (1999). How People Learn- Brain, Mind, Experience,
and School
symbolic forms cultivate mental skills and affect knowledge acquisition. San Francisco: Jossey-
Bass
Education
Serva, M.A, and Fuller, M.A. (2004) Aligning what we do and what we measure in business
schools: Incorporating active learning and effective media use in the assessment of instruction.
House Pvt.Ltd.
Ellis, A.B, (1974). The Use and Misuses of Computer In Education New York: McGraw-Hill
Book Company
Siddiqui, M.H. (2005). techniques of Classroom teaching, volume 1, APH Publishing