Performance Task using Video Analysis and Modelling to promote K12 eight practices of science

TL;DR

This study explores using Tracker, a video analysis tool, to enhance science learning by engaging Singaporean Grade 9 students in authentic performance tasks aligned with the 8 practices of science over 6-10 weeks.

Contribution

It demonstrates the pedagogical effectiveness of Tracker in facilitating authentic science practices and provides initial evidence from actual student work in a Singaporean context.

Findings

Tracker helps students develop scientific inquiry skills.

Students engaged in meaningful, authentic science tasks.

Preliminary results indicate improved understanding of science practices.

Abstract

We will share on the use of Tracker as a pedagogical tool in the effective learning and teaching of physics performance tasks taking root in some Singapore Grade 9 (Secondary 3) schools. We discuss the pedagogical use of Tracker help students to be like scientists in these 6 to 10 weeks where all Grade 9 students are to conduct a personal video analysis and where appropriate the 8 practices of sciences (1. ask question, 2. use models, 3. Plan and carry out investigation, 4. Analyse and interpret data, 5. Using mathematical and computational thinking, 6. Construct explanations, 7. Discuss from evidence and 8. Communicating information). We will situate our sharing on actual students work and discuss how tracker could be an effective pedagogical tool. Initial research findings suggest that allowing learners conduct performance task using Tracker, a free open source video analysis and modelling tool, guided by the 8 practices of sciences and engineering, could be an innovative and effective way to mentor authentic and meaningful learning.