2.3
Video Portfolio
2.3
Video Portfolio
2.3
Video Portfolio
Academic Research
3 hr
199 US dollars
4 hr
249 US dollars
6 hr
349 US dollars
Digital
Media
Student Opinions on Digital Media | NARST 2018
J. Wong & B. Hughes
Conventional lectures have dominated higher education environments for over 600 years; however, educators and students are now questioning this method of student learning. Admittedly, calls for change in higher education instruction have been met with perplexing difficulty and resistance. This pilot study aims to investigate the efficacy of non-traditional, progressive pedagogical techniques such as videos, science visualizations, multimedia animation, audio-visual learning, and clicker use in higher education instruction. We hypothesize that the use of arts and media progressive techniques (use of “Fly-over Videos”), will promote student opinions on digital learning, reduce cognitive load, and direct learning reflective of the current student body. Findings suggest that use of FOVs are more engaging, efficient, and preferred for learning than that of PPT by students in the higher education context. This pilot study contributes to the body of knowledge around non-traditional teaching styles and suggests that innovative Science, Technology, Engineering, Arts, & Math (STEAM) pedagogies, specifically multimedia learning be adopted in higher education.
Student Opinions on Digital Art Media | iCERi 2017
J. Wong & B. Hughes
Conventional lectures have dominated higher education environments for over 600 years; however, educators and students are now questioning this method of student learning. Admittedly, calls for change in higher education instruction have been met with perplexing difficulty and resistance. This pilot study aims to investigate the efficacy of non-traditional, progressive pedagogical techniques such as videos, science visualizations, multimedia animation, audio-visual learning, and clicker use in higher education instruction. We hypothesize that the use of arts and media progressive techniques (use of “Fly-over Videos”), will promote student opinions on digital learning, reduce cognitive load, and direct learning reflective of the current student body. Findings suggest that use of FOVs are more engaging, efficient, and preferred for learning than that of PPT by students in the higher education context. This pilot study contributes to the body of knowledge around non-traditional teaching styles and suggests that innovative Science, Technology, Engineering, Arts, & Math (STEAM) pedagogies, specifically multimedia learning be adopted in higher education.
Ordering of Arts and Science Integration to Reverse
Misconceptions | AERA 2019
Wong, J., Andersen, S., Hughes, B.
The increasing national demand for science-related skills has highlighted the import of early, effective science education. Yet elementary classroom teachers often feel underprepared to teach science. The present examines two potential approaches to science instruction: inquiry and visual and performing arts (VAPA). 711 fifth graders received three VAPA-based and three inquiry-based life science lessons, and their life science knowledge was assessed at three time points, prior to the intervention and after each set of lessons. Classrooms were randomly selected to receive either the VAPA-based or inquiry-based lessons first. Multiple regressions indicate that inquiry lessons versus VAPA lessons give fifth graders a boost on life science knowledge and there may be an additive benefit of receiving both.
Arts Before Inquiry Leads to Higher Learning Gains in Arts-Integrated Elementary Science Curriculum | AERA 2019
Andersen, S., Wong, J., Hughes, B.
The increasing national demand for science-related skills has highlighted the import of early, effective science education. Yet elementary classroom teachers often feel underprepared to teach science. The present examines two potential approaches to science instruction: inquiry and visual and performing arts (VAPA). 711 fifth graders received three VAPA-based and three inquiry-based life science lessons, and their life science knowledge was assessed at three time points, prior to the intervention and after each set of lessons. Classrooms were randomly selected to receive either the VAPA-based or inquiry-based lessons first. Multiple regressions indicate that inquiry lessons versus VAPA lessons give fifth graders a boost on life science knowledge and there may be an additive benefit of receiving both.
The Impact of Arts- and Inquiry-Based Instruction on the Life Science Knowledge of Fifth Graders | AERA 2018
B. Hughes, C. Mulker Greenfader, S. O’Toole Andersen, J. Wong, & D. Bailey
The increasing national demand for science-related skills has highlighted the import of early, effective science education. Yet elementary classroom teachers often feel underprepared to teach science. The present examines two potential approaches to science instruction: inquiry and visual and performing arts (VAPA). 711 fifth graders received three VAPA-based and three inquiry-based life science lessons, and their life science knowledge was assessed at three time points, prior to the intervention and after each set of lessons. Classrooms were randomly selected to receive either the VAPA-based or inquiry-based lessons first. Multiple regressions indicate that inquiry lessons versus VAPA lessons give fifth graders a boost on life science knowledge and there may be an additive benefit of receiving both.
Evaluation of Inquiry and VAPA Methods to Reverse the Science Misconceptions of Fourth Graders | AERA 2018
B. Hughes, C. Mulker Greenfader, S. O’Toole Andersen, J. Wong, & D. Bailey
Science misconceptions are a threat to science learning in elementary grades. The current study examines inquiry- and visual and performing arts (VAPA)-based methods as a means to debunk science misconceptions of 1,620 fourth graders. Multiple regressions are used to compare the impacts of the two methods. Focus group data is examined to gain insight into teachers’ perspectives of utilizing inquiry- and VAPA-based lessons. Findings suggest inquiry-based lessons might aid in debunking the science misconceptions of fourth graders, especially when given to students first, followed by VAPA-based lessons.
A Comparison of Arts- and Inquiry-based Methods for Teaching Elementary Science & the Reversal of Misconceptions | NARST 2018
B. Hughes, C. Mulker Greenfader, S. O’Toole Andersen, J. Wong, & D. Bailey
Science misconceptions are a threat to science learning in elementary grades. The current study examines inquiry- and visual and performing arts (VAPA)-based methods as a means to debunk science misconceptions of 1,620 fourth graders. Multiple regressions are used to compare the impacts of the two methods. Focus group data is examined to gain insight into teachers’ perspectives of utilizing inquiry- and VAPA-based lessons. Findings suggest inquiry-based lessons might aid in reversing the science misconceptions of fourth graders, especially when given to students first, followed by VAPA-based lessons.
Joint Research with NASA, JPL & CAS
Arts & Science Integration
Lunar skylights and their chemical compositions
Wong, J., Luu, E., Hua, J., Fitzhoward, S., & Greenhagen, B.
In 2009, the Japanese orbiter, SELenological and Engineering Explorer (SELENE) discovered a skylight on the near side of the moon. Skylights are collapsed ceilings of rilles thought to be caused by moonquakes, meteoroids, or incomplete formation of lava tube ceilings. Since then, NASA’s Lunar Reconnaissance Orbiter has discovered two more skylights, also located on the near side of the moon. Previous research has shown that the physical characteristics of known rilles can be used as indicators of the presence of undiscovered rilles and lava dome locations on the lunar surface. We hypothesize that skylights have a unique chemical composition that can be used to predict the location of additional skylights on the surface of the moon. We compared chemical compositions from the three mare sites containing skylights to the 21 mare sites without skylights; mare regions are the dark plains of the moon. Our results show that there is no statistical difference in chemical composition across all of the
maria sites examined. Chemical compositions of mare regions do not predict or indicate potential skylight locations on the moon. Further research on other skylight characteristics, for example, depth and surrounding underground lava channels, may shed light on the relationships between mare and skylights locations.
Arts & Science Integration
How unique is CBF (Compton-Belkovich Feature) from other silicic volcanoes?
Wong, J., Orellana, M., Subedar, R., Ota, R. & Greenhagen, B.
When magma or igneous rocks, that are rich in silica, cool silicic volcanoes are formed. Silicic volcanoes, unlike basaltic volcanoes, are not as common on the moon as they are terrestrially. Discovered fairly recently, Compton-Belkovich Feature (CBF) is the only silicic volcano that is located on the far side of the moon. This study investigated whether or not Compton-Belkovich is significantly different compared to other silicic volcanoes on the near side of the moon. The albedo, elevation, thorium concentration, and the surrounding geology around the Compton-Belkovich site were compared with other volcanic sites on the moon. After analyzing the data, it was determined that the Compton-Belkovich site is unique from other silicic volcanoes on the moon. Further research on terrestrial silicic volcanoes may yield on earth will show the possible relationships between lunar silicic volcanoes.