Enhancing the teaching of astronomy by integrating online interactive historical video vignettes

• Main Author: Movilla, Sherwin D.
• Format: text
• Language: English
• Published: Animo Repository 2022
• Subjects: Astronomy—Study and teaching——Audio-visual aids; Science and Mathematics Education
• Online Access: https://animorepository.dlsu.edu.ph/etdm_scied/32; https://animorepository.dlsu.edu.ph/cgi/viewcontent.cgi?article=1039&context=etdm_scied
• Institution: De La Salle University

Aside from learning scientific concepts, one of the widely recognized components of science literacy is the understanding nature of science (NOS). However, disregard or misrepresentation of NOS appears to persist in science education. Moreover, the onset of the COVID-19 pandemic prompted an abrupt migration to distance and online learning, which adds to the challenge of fostering science literacy among learners. To adapt and respond to these challenges, online interactive historical video vignettes (IHVVs) were developed and integrated into the teaching of astronomy topics in Physical Science among Grade 12 non- STEM students. The IHVVs incorporate history of science and have embedded questions that promote active learning. In this classroom-based action research, quantitative and qualitative data were gathered to characterize the validation of the intervention materials, the students’ understanding of astronomy concepts and NOS, and their technology acceptance of the online IHVVs. The data analysis revealed that the developed interactive historical vignettes in both text-narrative and video format are highly acceptable and suitable for astronomy and NOS teaching and learning. Furthermore, the students’ normalized gain score in the concept test indicates that the intervention improved the students' understanding of the astronomy concepts. It was also observed that the intervention positively contributes to the students’ understanding of all nine NOS aspects, more significantly on the sociocultural influences and subjectivity in science. The NOS aspects about the tentativeness of scientific knowledge and the use of creativity and imagination in science appear to be well-understood by most students even before the intervention. However, some students tend to firmly hold some misconceptions about NOS, most notably about theories and laws and the scientific method. Regarding technology acceptance, the students considered the online IHVVs highly acceptable in terms of perceived usefulness, perceived ease of use, and learning satisfaction. Teachers may gain insights from the findings of this action research that may also help them further enhance their science teaching.