This evaluation will explore the use of videos in the teaching and learning process of science.

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

with its challenges.

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

use or currently using videos in teaching science.

Videos tend to stimulate more rapid learning. This is because a video captivates the attention of

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

methods for effective results.

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

example in the teaching and presentation of scientific concepts in radioactivity, manufacturing

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

fear of the unknown.

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

radioactivity, electromagnetics, electronics and fluid mechanics which are difficult to

comprehend for most learners. Videos are usually presented using overhead projectors,

computers or television. However video presentations using overhead projectors need to be

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

their science videos.

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

relevant to the science area he is presenting on.

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

to access such equipment.

With the advancement of technology, video utilizing technology such as overhead projectors,

computers, IPads and television technologies have become portable. This is obviously more

convenient as compared to carrying large quantities of textbooks. Advancements in technology

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

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educational objectives: The classification of educational goals. Handbook 1: Cognitive domain.

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Bransford, J., Brown, A., and Cocking, R. (1999). How People Learn- Brain, Mind, Experience,

and School

Salomon, G. (1979). Interaction of media, cognition, and learning: An exploration of how

symbolic forms cultivate mental skills and affect knowledge acquisition. San Francisco: Jossey-

Bass

Champoux, J.E. (1999). Film as a Teaching Resource. Journal of Management Inquiry

Champoux, J.E. (2001). Animated Films as a Teaching Resource. Journal of Management

Education

Serva, M.A, and Fuller, M.A. (2004) Aligning what we do and what we measure in business

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Chauhan, S. (1979). Innovations In Teaching-Learning Process New Delhi: Vikas Publishing

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