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dc.contributor.authorKettle, Maria
dc.date.accessioned2020-03-02T11:42:22Z
dc.date.available2020-03-02T11:42:22Z
dc.date.issued2020-03-02
dc.date.submitted2019-11-12
dc.identifier.issn0031-9120
dc.identifier.otherpedab7084
dc.identifier.otherab7084
dc.identifier.otherped-102085.r2
dc.identifier.urihttps://www.repository.cam.ac.uk/handle/1810/302900
dc.description.abstractAbstract: Short videos are widely used in secondary level physics classes, part of a portfolio of strategies for teaching and learning. However, research into how they are used, why they are used and the optimum design for learning is in its infancy. This paper seeks to examine how videos are used in UK physics classrooms for the communication of physics ideas and for practical work. It features the results of a small survey of physics teachers and the results of a search through the relevant literature.
dc.languageen
dc.publisherIOP Publishing
dc.rightsAttribution 4.0 International (CC BY 4.0)en
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/en
dc.subjectPaper
dc.titleHow videos are used in secondary school physics teaching
dc.typeArticle
dc.date.updated2020-03-02T11:42:22Z
prism.issueIdentifier3
prism.publicationNamePhysics Education
prism.volume55
dc.identifier.doi10.17863/CAM.49975
dcterms.dateAccepted2020-01-27
rioxxterms.versionofrecord10.1088/1361-6552/ab7084
rioxxterms.versionVoR
rioxxterms.licenseref.urihttp://creativecommons.org/licenses/by/4.0/
dc.contributor.orcidKettle, Maria [0000-0002-2231-8728]
dc.identifier.eissn1361-6552


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Attribution 4.0 International (CC BY 4.0)
Except where otherwise noted, this item's licence is described as Attribution 4.0 International (CC BY 4.0)