Exploring the Effects of Physics Explainer Videos and Written Explanations on Declarative Knowledge and the Illusion of Understanding

Autor/inn/en	Kulgemeyer, Christoph; Hörnlein, Madeleine; Sterzing, Fabian
Titel	Exploring the Effects of Physics Explainer Videos and Written Explanations on Declarative Knowledge and the Illusion of Understanding
Quelle	In: International Journal of Science Education, 44 (2022) 11, S.1855-1875 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kulgemeyer, Christoph) ORCID (Hörnlein, Madeleine) ORCID (Sterzing, Fabian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2022.2100507
Schlagwörter	Physics; Science Instruction; Teaching Methods; Student Motivation; Video Technology; Textbooks; Cognitive Processes; Comparative Analysis; Science Achievement; Scientific Concepts; Learning Processes; Student Attitudes; Concept Formation; Preservice Teacher Education; Foreign Countries; Self Concept; Gender Differences; Academic Achievement; Grades (Scholastic); Elementary School Teachers; Teacher Education Programs; Germany + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Schulische Motivation; Textbook; Text book; Schulbuch; Lehrbuch; Cognitive process; Kognitiver Prozess; Learning process; Lernprozess; Schülerverhalten; Concept learning; Begriffsbildung; Lehramtsstudiengang; Lehrerausbildung; Ausland; Selbstkonzept; Geschlechterkonflikt; Schulleistung; Notenspiegel; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Deutschland
Abstract	Studies have shown the potential of explainer videos. An alternative is a written explanation, as found in science textbooks. Prior research suggests that instructional explanations sometimes lead to the belief that a topic has been fully understood, even though that is, not the case. This 'illusion of understanding' may be affected by the medium of the explanation. Also, prior studies comparing the achievement from explainer videos and written explanations come to ambiguous results. In the present experimental study (video group: n[subscript V] = 78, written explanation group n[subscript W] = 72), we compared the effects of an explainer video introducing the concept of force to a written explanation containing the script of the video, as though it is a page from a textbook. Both groups achieved comparable degrees of declarative knowledge, however, the written explanation video group had a significantly higher belief of understanding (partial [eta][superscript 2] = 0.043) that did not correspond with their actual learning progress. Consequences of this may include lower cognitive activation and less motivation in science classrooms if learning environments exclude further learning tasks that allow for a more realistic picture of understanding. That might suggest that it is sometimes potentially harmful to leave physics learners to their own devices with instructional material. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01