Using video projects in the science classroom

Abstract

This chapter describes the project-based approach of using student-created “Ken Burns-style” video documentaries as learning vehicles in an undergraduate non-science majors’ Energy and the Environment course. After teaching the course 5 years, the authors reflect on what the course entails, what the course provides for students, and what the course has taught the instructors regarding the use of video to catalyze student interest in scientific concepts. Two knowledge survey instruments (administered pre- and post- project) were used for assessment purposes. One survey focused on the skills necessary to research and produce the video, and the second survey assessed the content knowledge students acquired from each documentary.