Tracking down chemical phenomena with the usage of mobile phone slow-motion videos
Author:
Affiliation:
1. Institute of Chemical Education , Leibniz University Hannover , Am Kleinen Felde 30 , 30167 Hannover , Germany
Abstract
Publisher
Walter de Gruyter GmbH
Subject
General Earth and Planetary Sciences,General Environmental Science
Link
https://www.degruyter.com/document/doi/10.1515/cti-2019-0018/pdf
Reference10 articles.
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2. Canal, J. P., Hanian, L., Key, J., Lavieri, S., Paskevicius, M., & Sharma, D. (2016). Chemistry laboratory videos: Perspectives on design, production, and student usage. In Technology and assessment strategies for improving student learning in chemistry (pp. 159–177). USA: American Chemical Society.
3. Haran, B., & Poliakoff, M. (2011). The periodic table of videos. Science, 332(6033), 1046–1057.
4. Hoffman Laroche, L., Wulfsberg, G., & Young, B. (2003). Discovery videos: A safe, tested, time-efficient way to incorporate discovery-laboratory experiments into the classroom. Journal of Chemical Education, 80(8), 962–966. https://doi.org/10.1021/ed080p962.
5. Hofstein, A. (2015). The development of high-order learning skills in high school chemistry laboratory: “skills for life”. In J. Garcia-Martinez & E. Serrano-Torregrosa (Eds.), Chemistry education: Best practices, opportunities and trends (pp. 517–537). USA: Wiley.
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