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Using Video in Conservation Education

EcoSpot created for my Biology in the Age of Technology master class. The last part of my Technology Environmental Stewardship Project (TESP). I would suggest viewing it in fullscreen mode for best viewing experience!

Jillian Swanson

on 24 April 2013

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Transcript of Using Video in Conservation Education

photo credit Nasa / Goddard Space Flight Center / Reto Stöckli Using Video in Conservation Education Video Video is a powerful teaching tool that is used frequently in classrooms. It is a beneficial teaching strategy for visual learners, English language learners, and special education students as it allows them to comprehend information in a pictoral form. Why use video? Research has shown students retain more information when it is presented visually (Chen & Sun, 2012).

Research has also found that students who used podcasts and videos to supplement their classroom learning increased their test scores (Kay, 2012). Ways to use video 1. Introduce a lesson or concept
2. Supplement instruction
3. Review concepts
4. Assess student understanding Video as a conservation tool Personal experience with video as a conservation tool In my 5th grade classroom I have students who do not know where paper comes from. I realized if they did not know where paper came from, why would they care about recycling and other conservation topics? In order to correct this misconception and foster environmental stewardship I created a week long recycling unit for my students. During this week I used video to engage students and supplement instruction. Over that week, 80% of my students increased their recycling knowledge from pre-test to post-test . References Chen, C.-M. & Sun, Y.-C., (2012). Assessing the effects of different multimedia materials on emotions and learning performance for visual and verbal style learners. Computers and Education, 59, 1273-1285).

Kay, R. H., (2012). Exploring the use of video podcasts in education: A comprehensive review
of the literature. Computers in Human Behavior, 28, 820-831.

Morgan, E. & Ansberry, K. (2012). Teaching the three R’s: reduce, reuse, recycle. Science and
Children, 20-22.

Olson, L., Arvai, J., & Thorp, L. (2011). Mental models research to inform community outreach
for a campus recycling program. International Journal of Sustainability in Higher Education, 12(4), 322-337. In younger generations, lack of education is one of the main factors for why individuals do not recycle (Olson et al., 2011). Schools and teachers have their students for six or seven hours a day. Each day they have the opportunity to not just teach their students the curriculum, but also life lessons and skills. Recycling is a topic that can be incorporated into any subject but especially into science class. The National Science Education Standards focus on recycling and its implications, especially in the elementary grades (Morgan & Ansberry, 2012). Recycling video used in my classroom Another recycling video used in my classroom
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