Biology YouTube Videos with Focus Questions: Effects on Student Concept Understanding and Media-literacy Skills
)
| 
Country:
(1) Far Eastern University, Philippines
Corresponding Author
10.23960/jpmipa/v21i1.pp01-11
| Metrics→ |
| Indexing Site→ |  |
 |
 |
 |
Copyright (c) 2025 Ariel Tacluyan Capati
This research determined the effects of Biology YouTube videos with focus questions on the concept understanding and media-literacy skills of students aged fifteen in the topic areas of Human Digestion, Heredity, Biodiversity and Interactions. A quasi-experimental research design using pretest-posttest was utilized. Students were divided into two randomly selected groups: experimental and control. Results revealed that Biology YouTube videos with focus questions (M = 10.68 ± 2.93) were as good as conventional teaching in enhancing student conceptual understanding (M = 10.69 ± 2.94) of Biology topics (p = .496). The study also showed that the strategy also developed media-literacy skills of the students (p = .000). Furthermore, it was found that conceptual understanding positively and significantly influenced media-literacy skills of students (r = .459; p = .003) and vice-versa (r = .459; p = .003). It is recommended that the strategy introduced in this study be used in facilitating media literacy in other allied science subjects, in other subjects, and in the teaching of media-literacy education to educators and students of different year levels.
Keywords: biology youtube videos with focus questions, concept understanding, media-literacy skills.
American Association for the Advancement of Science. (1993). Benchmarks for science literacy. New York: Oxford University.
Berntson, G. & Goodman, L.(2000). The art of asking questions. American Biology Teacher, 62, 473–476. Carr, D. (1998). The art of asking questions in the teaching of science. School Science Review, 79(289), 47–60.
Çimer, A. (2004). A study of Turkish biology teachers' and students' views of effective teaching in schools and teacher education. EdD Thesis, The University of Nottingham School of Education, Nottingham, U.K..
Department of Education. (2013). K to 12 Curriculum Guide Science. Pasig City, Philippines. http://www.deped.gov.ph/k-to-12/bec-cgs/als-program.
Flood, J., Heath, S.B., & Lapp, D. (1997). Research on teaching literacy through the communicative and visual arts. New York: Macmillan.
Grotzer, T.A., & Basca, B. B. (2003). Helping students to grasp the underlying causal structures when learning aboutecosystems: How does it impact understanding? Journal of Biological Education, 38(1), 1629.
Grotzer, T.A., & Perkins, D.N. (2000). The teaching of intelligence: A performance conception. In R. Stemberg (Ed.) Handbook on Intelligence. New York: Cambridge University Press.
Harp, S. F. & Mayer, R. E. (1998). How seductive details do their damage: A theory of cognitive interest in science learning. Journal of Educational Psychology, 90(3), 44-434.
Hobbs, R. & Frost, R. (2003). Measuring the acquisition o f media-literacy skills, Reading Research Quarterly. 38(3), 330-355.
Inan, T., & Temur, T. (2012). Examining Media Literacy Levels of Prospective Teachers. International Electronic Journal of Elementary Education, 269-285.
Levie, W. H., Lentz, R. (1982). Effects of text illustrations: A review of the research. Educational Communications and Technology Journal, 30(4), 195-232.
Lin, H. (2011). Facilitating learning from animated instruction: Effectiveness of questions and Feedback as attention-directing strategies, 14(2), 31-42.
Lustick, D. (2010). The Priority of the Question: Focus Questions for Sustained Reasoning in Science. Journal of Science Teacher Education, 21, 495-511.
Maskiewicz, A. L. (2006), Rethinking Biology Instruction: The Application of DNR-based Instruction to the Learning and Teaching of Biology. Unpublished PhD Thesis. California: University of California, San Diego.
Mayer, R. E. (2005). Multimedia learning. New York, NY: Cambridge University Press.
Mayer, R. E., Heiser, J., & Lonn, S. (2001). Cognitive constraints on multimedia learning: When presenting more material results in less understanding. Journal of Educational Psychology, 93(1), 187-198.
National Research Council. (1996). National science education standards. Washington, DC: National Academic Press.
National Research Council. (2000). Inquiry and the national science education standards: A guide for teaching and learning. Washington, DC: National Academy Press.
Okebukola, P.A. (1990). Attaining meaningful learning of concepts in genetics and biology: An examination of thepotency of concepts of concept mapping techniques. Journal of Research in Science Teaching, 27(5), 493-504.
Scheibe, C., and F. Rogow. (2012). The teacher’s guide to media literacy: Critical thinking in a multimedia world. Thousand Oaks, CA: Corwin.
Sperry, C. (2012). Teaching critical thinking through media literacy. National Science Teachers Association, 56-61.
Thier, M. (2008). Media and science: developing skepticism and critical thinking. National Science Teachers Association, 20-24.
Ursavas, N. (2012). Student Teachers' Ways of Thinking and Ways of Understanding Digestion and the Digestive System in Biology. International Education Studies, 1-15.
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.