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Embedding video technology in enhancing the understanding of the biology concept of breathing: A Brunei perspective
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Abstract:
This study was carried out in an attempt to investigate the impact of embedding video technology
into classroom lessons designed using technological pedagogical content knowledge (TPACK)
framework in improving students’ conceptual understanding, focused on the concept of breath
ing. This study hypothesized that embedding video technology into classroom teaching would
assist students in visualizing the dynamic biological processes, while improving students’ concep
tual understanding of the biology concept of breathing. This study sought to answer two research
questions: (1) What are the students’ misconceptions on breathing? (2) Does the integration of
technology in lesson improve students’ understanding of the concept? In this study, participants
underwent four cycles of interventions, reflecting on the four knowledge dimensions of the
TPACK framework (declarative, procedural, schematic and strategic). Mixed research method
was employed in this study. Drawing–writing technique, pre- and post-tests and students’
interviews were used to collect data. The quantitative data derived from the students’ pre
and post-tests scores were analysed using SPSS paired sample t-test, while the qualitative data
obtained from the drawing–writing technique and students’ interviews were thematically analysed
based on the content. Results of this study indicated that there was a significantly greater
improvement in students’ conceptual understanding of the biology concept of breathing after
the interventions, thus demonstrating the positive impact of embedding video technology into
classroom lessons planned using TPACK framework.
Description:
Date:
2018
Authors:
Lim Chu Fan and Sallimah Salleh
Kumar Laxman
Publisher:
Sultan Hassanal Bolkiah Institute of Education (SHBIE)
