arXiv:1501.01532
Performance Task using Video Analysis and Modelling to promote K12 eight practices of science
Video analysis aligned to scientific practices
TrackerK12 Science PracticesModeling
Research Digest
This conference paper focuses on how video analysis and modeling can support practices such as asking questions, analyzing data, using mathematics, and constructing explanations. The classroom value is in the task design, not the software alone.
Use It Tomorrow
Ask students to submit a model, the data that informed it, and a short explanation of limitations.
Pedagogical Move
Make uncertainty and model assumptions visible. Students should say what their model explains and what it ignores.
Student Agency
Frame the task so students work like young scientists: they choose or justify the variable to test, make a prediction, collect evidence, defend a claim, and decide how to improve the model or investigation.
Discussion Prompts
- What evidence does the model, video, or activity make visible?
- Which variable should students change first, and what should they keep constant?
- What claim can students make from the evidence, and what limitation should they acknowledge?
Reveal suggested answers
- Evidence: The task makes scientific practices visible: asking questions, collecting video evidence, analysing data, using mathematics, and constructing explanations.
- Variable: Change the model assumption or analysis choice first; keep the original video, scale, tracking method, and research question fixed.
- Claim: Students can claim that their model is supported by measured evidence, while acknowledging uncertainty, assumptions, and what the model does not explain.