Briefing Document: "Becoming Scientists Through Video Analysis" Workshop

1. Overview

This document analyzes the materials for the "Becoming Scientists Through Video Analysis" workshop, held on February 7, 2017, and hosted by eduLab@AST in Singapore. The workshop aimed to introduce educators to the use of video analysis as a tool to engage students in scientific practices, specifically using the "Tracker" software. The workshop emphasized the 8 Practices of Science Education, adapted from the Science Framework for K-12 Science Education, as a framework for instruction. The ultimate goal is to have students act as scientists, gathering real-world data, making inferences, and understanding the physical world through hands-on analysis.

2. Key Themes and Concepts

• Inquiry-Based Learning & "Becoming Scientists": The workshop promotes a student-centered, inquiry-based learning approach where students actively engage with scientific practices rather than passively receiving information. As the synopsis notes, this project seeks to have students “be like scientists (obtain real data from physical phenomena, engage in making inference and deducing how the physical world work)”. This is driven through the use of video analysis.
• Video Analysis as a Pedagogical Tool: The core methodology revolves around using video analysis, facilitated by the Tracker software, as a means for students to collect and analyze real-world data. This approach makes physics concepts more tangible and relatable. As the document states, the benefits of the project “include, student self-directing (Gibbons, 2002) at different pace/depth real-life video analysis, teachers’ differentiated mentoring instructions, using scientific Physics education video analysis tool(s) that are low cost, easy to use and already scaling-up in the world, using the K12 science education framework.”
• 8 Practices of Science Education: The workshop is structured around the 8 Practices of Science Education, derived from the K-12 Science Education Framework. These practices guide the design and implementation of lessons using video analysis. The eight practices are:

1. Asking questions
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Constructing explanations
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information

• The workshop explicitly details how each practice can be approached on a spectrum of student autonomy, ranging from teacher-centered to student-centered approaches. For example, for "Asking questions," the document indicates a spectrum: "Question provided by teacher...Learner poses a question."
• Tracker Software: The Tracker video analysis tool is central to the workshop. The document emphasizes the need for participants to have the software installed prior to the session and provides guidance on how Singapore schools can request it through their HOD ICT. The workshop aims for participants to learn to "Download, Install (watch video if need help) and use tracker basic analysis," and to "Create at least one model in tracker for Practice 5 (mathematical and computational thinking)." The workshop also introduced the Tracker Shared Library.
• Open Educational Resources (OER): The workshop is part of the Open Educational Resources / Open Source Physics @ Singapore initiative. The materials reference several resources available through OPAL ICT Connection and the host's blog, promoting accessibility and sharing of educational materials. There are several examples of lesson resources using the Tracker software provided, such as "Learning Physics of Free Fall through Video Analysis& Modeling (Tracker)" and "Learning Physics of Sport Science through Video Analysis& Modeling (Tracker)."
• Scalability and Practical Application: The workshop's focus was on easy to use, scalable tools for classroom use. "Using scientific Physics education video analysis tool(s) that are low cost, easy to use and already scaling-up in the world, using the K12 science education framework."

3. Workshop Structure and Content

The workshop was structured into three main parts:

1. Introduction to the 8 Practices of Science Education: This was a teacher-centered segment led by Tze Kwang, outlining the 8 practices and their applications. The content outline explicitly shows a move from teacher to student-centered practices for each of the 8 steps.
2. Hands-on Session with Tracker: This hands-on session allowed participants to use Tracker for video analysis, going through examples from Kim Kia and Tze Kwang. This section also introduced the Tracker Shared Library and it's models for physics concepts.
3. Reflections and Survey: A brief concluding section for reflection and feedback.

4. Participant Feedback

• Positive Feedback:
• Hands-on component was highly valued: "Handson component to work on the software."
• The ability to synchronize video with graphs.
• Instruction was perceived as interactive and targeted.
• The practical nature and practice using Tracker was valued: "Practical and practice using tracker" and “The use of Tracker.”
• Areas for Improvement:
• More class time: "Time to work on something that we can bring back to class."
• More basic/explicit Tracker instructions: "More explicit instructions for its first functions" and "Start with basics of tracker as most participants are new to tracker."
• Guidance on classroom use and lesson plans: "How to use platform in classroom and some lesson plans."
• Clearer lesson objectives.
• Reasons for Not Implementing:
• Lack of infrastructural support
• Curricular timing: "Not teaching kinematics yet."
• Lack of manpower support
• Perceived difficulty of use (though it was described as easy to use)

5. Implications and Key Takeaways

• This workshop presents a compelling model for science education that empowers students as active learners through real-world data analysis.
• The Tracker software, along with the 8 Practices of Science Education, provides a framework for structuring engaging and effective physics lessons.
• The importance of hands-on training and clear instructions are crucial for successful adoption of new technology in the classroom.
• Addressing the infrastructure and time constraints for implementation is a vital step in encouraging educators to adopt these methods.

6. Supporting Resources

The document includes multiple links to additional resources:

• intranet.moe.gov.sg: For information regarding software compatibility within the Singapore school operating environment (SSOE).
• http://weelookang.blogspot.sg/: Links to the presenter’s blog which contains workshop information.
• OPAL ICT Connection: A portal for lesson resources related to video analysis.
• Tracker Shared Library: An online collection of pre-built models for use with the Tracker software.

7. Conclusion

The "Becoming Scientists Through Video Analysis" workshop is a noteworthy effort to integrate technology and inquiry-based learning into science classrooms. By using a structured approach based on the 8 Practices of Science Education and accessible tools like Tracker, educators can empower students to think and act like scientists. Further support and planning may be required to ensure that teachers can successfully implement these strategies in the classroom.

Becoming Scientists Through Video Analysis: A Study Guide

Quiz

Answer the following questions in 2-3 sentences each.

1. What is the primary objective of the "Becoming Scientists Through Video Analysis" workshop?
2. Name three of the eight practices of science education emphasized in the workshop.
3. What is Tracker and how is it used in the context of the workshop?
4. What is the Tracker Shared Library and what type of resources can be found there?
5. What are some of the limitations teachers face in implementing the featured tools based on the survey feedback?
6. According to the provided materials, what are some benefits of using video analysis for students in physics?
7. What is the role of the teacher in each of the eight practices, according to the content outline?
8. In the provided list of Lesson Resources, what are the different types of phenomena the included Tracker resources explore?
9. What type of software installation support does the Singapore Ministry of Education provide according to the text?
10. According to the survey, what aspects of the workshop were found most useful by the participants?

Quiz Answer Key

1. The workshop aims to enable participants to use video analysis as a tool for science education, allowing students to behave like scientists by obtaining real data, making inferences, and building models using the Tracker software. It also introduces educators to the 8 Practices of Science Education framework.
2. Three of the eight practices are: asking questions, developing and using models, and planning and carrying out investigations. Other options include: analyzing and interpreting data, using mathematics and computational thinking, constructing explanations, engaging in argument from evidence, and obtaining, evaluating, and communicating information.
3. Tracker is a video analysis software tool used to analyze and interpret physical phenomena. In the workshop, it is used for detailed model building and data analysis in physics education.
4. The Tracker Shared Library is a repository of pre-built models for physics concepts, such as free fall, projectile motion, frictional motion, and collision models. It allows users to quickly access and utilize existing models within the Tracker software.
5. Some of the limitations teachers face include lack of infrastructural support, not teaching relevant physics topics, lack of manpower, and difficulty using the software.
6. Using video analysis for students enables self-directed learning at different paces, real-life video analysis, and provides teachers the opportunity to give differentiated mentoring instructions. It also uses a low-cost, user friendly tool.
7. The teacher's role varies across the eight practices. Initially, teachers provide the questions, plans, data, and explanations. As the practices progress, the teacher guides the learner towards independence through coaching, suggestions, and provision of resources.
8. The provided list of Tracker resources include: free fall, projectile motion, pendulum motion, sport science examples, rolling objects, bungee jumping, and various collision scenarios, amongst others.
9. The Singapore Ministry of Education (MOE) provides support for software installation by offering a centrally managed process through which schools can request the installation of whitelisted software like Tracker.
10. The most useful aspects of the workshop identified by participants included the hands-on component, synchronization of video with graphs, interactive and targeted instruction, the practical application of using Tracker, and the utility of the software itself.

Essay Questions

Answer each of the following questions using the essay format.

1. Discuss how the eight practices of science education are incorporated into the design of the "Becoming Scientists Through Video Analysis" workshop. Analyze how the workshop aims to promote a student-centered approach to science learning within the context of these practices.
2. Analyze the perceived benefits and limitations of using video analysis tools like Tracker for physics education, based on the feedback from participants. In your answer, consider both the pedagogical value and the practical challenges of integrating such technology into the classroom.
3. How does the workshop structure facilitate the transition of teachers from a "teacher-centered" to a "student-centered" mode of instruction through the use of video analysis and modeling?
4. Evaluate how the resources provided in the Tracker Shared Library and the provided lesson resources contribute to in-depth model building and inquiry-based learning for students, giving examples from the provided list.
5. Critically examine how the objectives of the "Becoming Scientists Through Video Analysis" workshop align with the broader goals of science education and how technology is being utilized to help achieve these goals.

Glossary of Key Terms

• Tracker: A free, open-source video analysis and modeling tool used to analyze motion in videos. It allows for detailed measurements and modeling of physical phenomena.
• Open Educational Resources (OER): Freely accessible teaching, learning, and research materials that reside in the public domain or have been released under an intellectual property license that permits their free use and repurposing by others.
• SSOE (Standard School Operating Environment): The standardized IT infrastructure environment in Singaporean schools, which includes whitelisted software that can be centrally installed in schools.
• ICT: Information and Communication Technology; refers to technology used for information processing and communication.
• 8 Practices of Science Education: The set of scientific practices outlined in the Science Framework for K-12 Science Education: asking questions, developing and using models, planning and carrying out investigations, analyzing and interpreting data, using mathematics and computational thinking, constructing explanations, engaging in argument from evidence, and obtaining, evaluating, and communicating information.
• Teacher-Centered Instruction: A method of teaching where the instructor is the main authority figure and directs the flow of information, and dictates what students learn.
• Student-Centered Instruction: A method of teaching where the student directs their own learning through self-directed exploration, with teacher support.
• Model Building: The process of creating a representation of a physical system that includes mathematical and computational elements for analysis and simulation.
• Inquiry-Based Learning: An approach to learning where students explore questions, conduct investigations, and construct knowledge through experience.
• Kinematics: The study of motion without consideration of its causes.
• Projectile Motion: The motion of an object thrown or projected into the air, subject to the force of gravity.

Presenter

Parking lots are limited at AST (Charged as from 1st April 2016). In the event that all available parking lots within AST are occupied, alternative car parks near AST may be found as indicated in the attached map.

Things to bring:

• Civil Service Card (to clear security)
• SSOE NoteBooks with fully charged Battery, Tracker installed ahead

Software to be installed ahead SSOE & Tracker 4.95

thanks to my colleagues at eduLab@AST, any Singapore schools in the standard school operating environment (SSOE), can request through the HOD ICT of their school for Tracker to be installed by pushing down centrally through the white-listed software.

updated 13 Nov 2014. do a CONTROL-FIND (F) and look for "open source" http://intranet.moe.gov.sg/itb/Pages/soeschool/ACT_Update_for_School_Purchased_Software.pdf School-purchased software and applications that have been verified/ tested compatible with SSOE desktop environment

reference:

http://intranet.moe.gov.sg/itb/pages/act.aspx
http://intranet.moe.gov.sg/itb/Pages/soeschool/ACT_Update_for_School_Purchased_Software.pdf

do a CONTROL-FIND (F) and look for "open source" http://intranet.moe.gov.sg/itb/Pages/soeschool/ACT_Update_for_School_Purchased_Software.pdf School-purchased software and applications that have been verified/ tested compatible with SSOE desktop environment

School-purchased software and applications that have been verified/ tested compatible with SSOE desktop environment.

Please inform your RO about your attendance at these workshops.

We look forward to seeing you.

Please note that with effect from January 2016, Course Administrator will not be able to accept and generate “Course Placement Letter” through Traisi to the Nominated Participants 3 Working Days before the course commencing date. Traisi system will automatically reject the participants application. Please apply for Traisi course earlier.

Objective

Presenters will introduce the 8 Practices of Science Education adapted from the Science Framework for K-12 Science Education as the design principles behind this ICT-enabled practice.

Presenters will also demonstrate effective use of Tracker, the video analysis tool,

for analysis and interpretation of phenomena and in-depth model building. Participants will be oriented to the Tracker Shared Library where available models for physics concepts such as free fall, projectile motion, frictional motion and collision model can be found.
By the end of the session, participants should be able to:
- Describe in detail at least one of the 8 practices of K12 science education framework
- Download, Install (watch video if need help) and use tracker basic analysis
- Create at least one model in tracker for Practice 5 (mathematical and computational thinking)

Content Outline

1. (Tze Kwang) 10 min Introduction to the 8 Practices of Science Education

	Teacher Centered	Teacher Driven	Teacher Guided	Student Centered
1. Asking questions	Question provided by teacher, materials, or other source	Learner sharpens or clarifies question provided by teacher, materials, or other source	Learner selects among questions, poses new questions	Learner poses a question
2. Developing and using models	All connections provided by teacher	Possible connections provided by teacher	Learner directed toward areas and sources of scientific knowledge	Learner independently examines other resources and forms the links to explanations
3. Planning and carrying out investigations	Plan provided by teacher	Learner sharpens plan provided by teacher	Learner selects among plans, sharpens own plan	Learner plan independently
4. Analyzing and interpreting data	Data provided by teacher and told how to analyze	Data provided by teacher and asked to analyze	Learner directed to collect certain data	Learner determines what constitutes evidence and collects it
5. Using mathematics and computational thinking	Mathematics thinking provided by teacher	Mathematics thinking provided by teacher and asked to think in that way	Learner directed to think with mathematics	Learner determines what mathematical thinking is appropriate
6. Constructing explanations	possible explanations provided by teacher	Learner given possible ways to use evidence to formulate explanation	Learner guided in the process of formulating explanation from evidence	Learner formulates explanation after summarizing evidence
7. Engaging in argument from evidence	Arguments provided by teacher	Learner sharpens argument provided by teacher	Learner selects among evidences, sharpens own argument	Learner argue from evidences found
8. Obtaining, evaluating, and communicating information	Step and procedures for communication provided by teacher	Broad guidelines to sharpen presentation provided by teacher	Learner coached in development of communication	Learner formulates reasonable and logical argument to communicate explanation

2. (Kim Kia ,Tze Kwang and Lawrence) Hands-on Session: Using tracker and in depth model building in tracker

• 90 min Kim Kia's example on O level, analysis http://tinyurl.com/BecomingScientists
• Break and Networking 30 mins
• 30 Tze Kwang's example on O (Raffles Girl's example) and A level, in-depth model building. Participants will be oriented to the Tracker Shared Library where available models for physics concepts such as push and deceleration model

3. (Lawrence) 10 mins Reflections and Survey tinyurl.com/edulab2017

Synopsis

This project seeks to allow students to be like scientists (obtain real data from physical phenomena, engage in making inference and deducing how the physical world work) through video analysis.
Benefits of the project include, student self-directing (Gibbons, 2002) at different pace/depth real-life video analysis, teachers’ differentiated mentoring instructions, using scientific Physics education video analysis tool(s) that are low cost, easy to use and already scaling-up in the world, using the K12 science education framework.

Lesson Resources in OPAL ICT Connection

1. Lesson Resources

S/No.	Title ▲	Owner	Ratings /Comments	Viewed/Downloaded	Published On	Created On	Last Modified
1	edulab017 Becoming Scientists through Video Analysis (raffles girls school) This project seeks to allow students to be like scientists (obtain real data from physical phenomena, engage in making inference... Subjects : Physics, Project Work, Science School : Raffles Girls' Sch (Sec)	Leong Tze Kwang	(0)	0 / 0	5-Feb-2015 (Thu)	5-Feb-2015 (Thu)	5-Feb-2015 (Thu)
2	edulab017 Becoming Scientists through Video Analysis (river valley high) this is an updated 2014 version of the lesson Learning Physics of Sport Science through Video Analysis& Modeling (Tracker) http://ictconnection.moe.edu.sg/les ... Subjects : Physics, Project Work, Science School : River Valley High Sch	Choo Yi Shueh Gideon	(0)	5 / 2	11-Nov-2014 (Tue)	3-Nov-2014 (Mon)	11-Nov-2014 (Tue)

4	Learning Physics of Free Fall through Video Analysis& Modeling (Tracker) In this lesson you will learn the fundamentals of free fall motion by video analysis (study various kinematics qualities such... Subjects : Physics School : Evergreen Sec Sch	Tan Kim Kia	(0)	67 / 30	1-Apr-2014 (Tue)	26-Mar-2014 (Wed)	1-Apr-2014 (Tue)
5	Learning Physics of Kinematics through Video Analysis & Modeling (Tracker) In this lesson you will learn the fundamentals of energy changes when a ball bounces by video analysis (study various... Subjects : Physics School : National Junior College	Goh YingLun Allan	(0)	3 / 0	12-Nov-2014 (Wed)	26-Mar-2014 (Wed)	12-Nov-2014 (Wed)
6	Learning Physics of Pendulum through Video Analysis and Modeling (Tracker) In this lesson you will learn the fundamentals of pendulum motion by video analysis (study various physics qualities in x... Subjects : Physics, Science School : Hwa Chong Institution	Lim Jit Ning	(1)	121 / 338	28-Aug-2012 (Tue)	5-Jul-2012 (Thu)	28-Aug-2012 (Tue)
7	Learning Physics of Projectile through Video Analysis and Modeling (Tracker) Projectile motion refers to the motion of an object projected into the air at an angle. A few examples of... Subjects : Physics, Science School : Yishun Junior College	Jimmy Goh	(1)	273 / 460	5-Jul-2012 (Thu)	5-Apr-2011 (Tue)	5-Jul-2012 (Thu)
8	Learning Physics of Sport Science through Video Analysis& Modeling (Tracker) Sport science is a discipline that studies the application of scientific principles and techniques with the aim of improving sporting... Subjects : Physical Education, Physics, Science School : River Valley High Sch	LEE Tat Leong	(8)	8092 / 1221	27-Apr-2010 (Tue)	22-Feb-2010 (Mon)	5-Jul-2012 (Thu)
9	Learning Physics through Real World Video Clips ( Tracker ) We want to engage students and get them to learn Physics in a fun and engaging manner. Through the use... Subjects : Physics School : National Junior College	Ooi Junwei, Samuel	(0)	50 / 4	27-Aug-2013 (Tue)	22-Jul-2013 (Mon)	22-Oct-2013 (Tue)

Reference:

http://weelookang.blogspot.sg/2016/10/triasi-workshop-2017-exploring.html
http://weelookang.blogspot.sg/2015/01/traisi-code-41133-edulab017-workshop.html

Survey

SCIENTISTS VIDEO ANALYSIS
SA	60.0%	80.0%	60.0%	40.0%	20.0%	60.0%	80.0%	80.0%	3.60
A	40.0%	20.0%	40.0%	60.0%	80.0%	40.0%	20.0%	20.0%
D	0.0%	0.0%	0.0%	0.0%	0.0%	0.0%	0.0%	0.0%
SD	0.0%	0.0%	0.0%	0.0%	0.0%	0.0%	0.0%	0.0%

I have learnt something new.	The learning objectives were achieved.	The Instructional resources provided are useful.	The presentation was clear.	The session met my learning needs.	I would recommend the session to others.	The questions raised during the session were addressed adequately.	The facilitation of the session was effective for my learning.
3	4	3	4	3	3	4	4
3	3	3	3	3	3	3	3
4	4	4	4	3	4	4	4
4	4	4	3	3	4	4	4
4	4	4	3	4	4	4	4

What do you like best about the session?

1. Handson component to work on the software
2. Synchronize video with graphs
3. Interactive and targeted instruction
4. Practical and practice using tracker. 
5. The use of Tracker

What are the areas of improvement for the session?

1. Time to work on something that we can bring back to class to carry out our lessons during workshop
2. More explicit instructions for its first functions
3. Start with basics of tracker as most participants are new to tracker
4. How to use platform in classroom and some lesson plans 
5. Perhaps clearer lesson objectives at the beginning of the session. However it is good to note that the presenter vary the approach to cater to the needs of the participants. 

What is your main reason for NOT intending to trial/implement the featured tools?

1. Lack of infrastructural support
2. Not teaching kinematics yet
3. Lack of manpower support
4. Difficulty of use
5. I will use it!

FAQ on Becoming Scientists Through Video Analysis

1. What is the main goal of the "Becoming Scientists Through Video Analysis" project?
2. The project aims to allow students to learn science by acting like scientists, obtaining real data from physical phenomena through video analysis, and using that data to make inferences and understand how the physical world operates. This approach promotes a deeper understanding of concepts by actively engaging with data.
3. What software tool is primarily used in this approach, and why?
4. The primary software tool is "Tracker," a video analysis tool. It's chosen because it is low-cost, user-friendly, and has been successfully implemented globally. It allows students to analyze real-life video recordings and create models from the data.
5. What are the "8 Practices of Science Education" and how are they integrated into this project?
6. The 8 Practices of Science Education are a framework adapted from the Science Framework for K-12 Science Education. They serve as the design principles behind the ICT-enabled practice:

• Asking questions
• Developing and using models
• Planning and carrying out investigations
• Analyzing and interpreting data
• Using mathematics and computational thinking
• Constructing explanations
• Engaging in argument from evidence
• Obtaining, evaluating, and communicating information

These practices are integrated through the lesson design which encourages students to move from teacher-led instruction to student-centered inquiry. This means that over the course of the lesson, students are gradually given more agency in how they ask questions, develop models, plan investigations, etc.

1. How does Tracker software facilitate learning in physics?
2. Tracker allows students to analyze video footage of physical events frame-by-frame. They can track the motion of objects, extract numerical data on position, velocity, and acceleration, and use this data to generate graphs and mathematical models. By manipulating and analyzing real-world data, students can make better connections to concepts and deepen their understanding. The project includes an available Tracker Shared Library where models of physics concepts can be found for analysis.
3. What kind of lesson resources are available to support teachers in using this approach?
4. A wide range of lesson resources are available, including examples for physics concepts such as free fall, projectile motion, and collisions. These resources are often available through an online portal like OPAL ICT Connection, offering video analysis exercises and models created using Tracker.
5. What are some of the benefits of using video analysis in science education according to this project?
6. The benefits include:

• Student Self-Direction: Students can learn at their own pace and depth.
• Real-Life Analysis: The method uses real-life videos rather than simulated scenarios, which makes science more relevant to students.
• Differentiated Mentoring: Teachers can provide more tailored guidance, addressing individual student needs.
• Low-Cost and Scalable: The tools used (like Tracker) are affordable and have shown to scale well.
• Inquiry-based: Students are actively engaged in analyzing real data to make inferences about how the physical world works.

1. What are some challenges or areas of improvement noted by teachers who have participated in workshops on this approach?
2. Teachers have noted challenges such as:

• Lack of infrastructural support: Some schools might not have the required hardware/software to implement the tools and methods.
• Initial complexity: Some teachers found the software a bit difficult to use initially and need more explicit instructions.
• Lack of Class Time: Some found the implementation of the tools was difficult to integrate into existing class lesson times.
• Need for lesson plans: Teachers noted the need for ready-to-use lesson plans.

1. What concepts does the Tracker software and approach described support?
2. The Tracker software is used across a number of physics concepts including kinematics (motion), free fall, projectile motion, collisions (elastic and inelastic), frictional motion, and oscillatory motion. The software is designed to facilitate learning about many different aspects of mechanics and can be applied in a variety of contexts.