Comparing And Contrasting The Process of Watching the Video with Conducting the Same Activity Done as A Hands-On Minds-On Activity

 

Comparing And Contrasting The Process of Watching the Video with Conducting the Same Activity Done as A Hands-On Minds-On Activity

Author: Santosh Kumar Biswa, Sr. Teacher, Damphu CS, Tsirang, Bhutan

 

Longfield's (2009) article emphasizes the significance of using discrepant events and an inquiry-based approach to address students' misconceptions. The article highlights the need for active student engagement and the utilization of instructional tools that challenge preexisting beliefs. Discrepant events, which present unexpected phenomena, are identified as effective in promoting cognitive conflict and deeper understanding. Longfield (2009) argues that by adopting an inquiry-based approach and incorporating discrepant events, students can actively participate in the scientific process, confront and resolve misconceptions, and develop critical thinking skills. To facilitate the inquiry process and establish a positive learning environment, the teacher is essential. Accordingly, the essay contends that these methods can clear up misunderstandings, improve comprehension, and promote a love of learning.

On the other hand, the video clip about the ‘Heavy Newspaper’ experiment is a popular science experiment that showcases air pressure (SpanglerScienceTV, 2011). In the experiment, a folded newspaper strip is placed on top of an upside-down cup submerged in water. The newspaper hanging outside the container remains dry due to the higher air pressure inside the cup, which prevents water from entering (SpanglerScienceTV, 2011). Watching a video of the experiment has advantages in terms of visual demonstration and initial curiosity (Kosterelioglu, 2016), but it lacks the hands-on engagement and personal exploration that experimenting offers. Hands-on activities promote curiosity, critical thinking, and deeper understanding, although they require materials, preparation, and supervision (Wen-jin et al, 2012). While videos can generate curiosity through captivating visuals, they may not provide the same level of engagement as hands-on experiences. Thus, a combination of both approaches can provide a comprehensive learning experience.

The comparison between watching a video and conducting the "Heavy Newspaper" experiment as a hands-on, minds-on activity raises important considerations for educators. Watching a video offers the advantage of visual representation, accessibility, and the ability to review content. However, it falls short in terms of active engagement and the tactile experience that comes with hands-on activities. On the other hand, experimenting with a hands-on, mind-on activity has distinct benefits. Students actively participate in the learning process, make personal observations, and develop a deeper understanding of the concept. They can manipulate objects, predict outcomes, and generate explanations based on their observations. This fosters a sense of ownership and agency, promoting curiosity and critical thinking. Nevertheless, hands-on activities require careful planning, access to materials, and supervision. Logistical challenges and time constraints may limit their scalability, particularly in larger groups or time-limited classroom settings. In contrast, videos offer convenience and wider dissemination but may lack the same level of engagement and curiosity generated by hands-on experiences.

From my experience, hands-on, minds-on activities tend to generate higher levels of curiosity and deeper engagement. The direct involvement and personal exploration in these activities immediately spark curiosity, fostering a deeper understanding of the subject matter. Videos, while helpful as supplementary resources, may not have the same impact on curiosity and engagement.

In conclusion, a combination of both approaches can provide a well-rounded learning experience. Hands-on activities offer valuable opportunities for exploration and active learning, while videos can enhance understanding through visual demonstrations. Educators should carefully consider the learning objectives, available resources, and the balance between engagement and accessibility when deciding between these approaches.

 

 

References

Kosterelioglu, I. (2016, February). Student Views on Learning Environments Enriched by Video Clips. Universal Journal of Educational Research, 4(2), 359–369. https://doi.org/10.13189/ujer.2016.040207

Longfield, J. (2009). Discrepant teaching events: Using an inquiry stance to address students’ misconceptions. International Journal of Teaching and Learning in Higher Education, 21(2), 266. https://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=1000&context=ct2-facpubs

SpanglerScienceTV. (2011, February 3). Heavy newspaper - Cool science experiment [Video]. YouTube. https://www.youtube.com/watch?v=wuSSe0AQO0k

Wen-jin, K., Chia-ju, L., & Shi-an, L. (2012). Promoting Female Students’ Learning Motivation Towards Science by Exercising Hands-on Activities. US-China Education Review B 6 (2012) 572-577. https://files.eric.ed.gov/fulltext/ED535489.pdf