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Nonscience Majors' Perceptions on the Use of YouTube Video to Support Learning in an Integrated Science Lecture ARTICLE

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Journal of College Science Teaching Volume 42, Number 1, ISSN 0047-231X

Abstract

The instructor of an integrated science course for nonscience majors embedded content-related video segments from YouTube and other similar internet sources into lecture. Through this study, the instructor wanted to know students' perceptions of how video use engaged them and increased their interest and understanding of science. Written survey responses from students supported assertions that the videos helped to keep students' attention, generated interest in science, and clarified understanding. Students cited the benefit of visual learning along with the lecture in helping them understand scientific processes and principles. Video provided students with memory cues and connections that also helped them remember conceptual ideas. Students preferred shorter video segments of higher quality that were specifically content related. (Contains 3 tables.)

Citation

Eick, C.J. & King, D.T. (2012). Nonscience Majors' Perceptions on the Use of YouTube Video to Support Learning in an Integrated Science Lecture. Journal of College Science Teaching, 42(1), 26-30. Retrieved November 16, 2018 from .

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