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RESEARCH PAPER
Using hands-on learning video assignments in online and in-person contexts: A longitudinal study
1
College of Teacher Education, Northwest Normal University, Anning District, Lanzhou City, Gansu Province, CHINA
2
Faculty of Teacher Education, Shanxi Normal University, Xiaodian District, Taiyuan, Shanxi, CHINA
3
Department of Learning and Instruction, University at Buffalo, Buffalo, NY, USA
Online publication date: 2024-06-11
Publication date: 2024-07-01
EURASIA J. Math., Sci Tech. Ed 2024;20(7):em2466
KEYWORDS
ABSTRACT
This study investigated the use of hands-on learning video assignments (HLVAs) among middle
school students in China during and after the COVID-19 pandemic. Based on the results of HLVAs
approach with seventh grade students at Jiefang Road School during the online learning phase,
one class was selected to participate in an offline empirical, longitudinal study to further explore
the impact of HLVAs approach on students’ biology learning. Two data collection instruments
were used: hands-on learning students’ work evaluation instrument and model competence
development instrument to detect changes in students’ modeling development. Questionnaire
responses from the students in the experimental class two years later, when they were in high
school, offer additional perspectives on this approach. Findings indicated that HLVAs approach
improves students’ work quality, modeling skills, and biology learning outcomes. This study
describes hands-on learning strategy based on embodied cognition theoretical perspectives, with
implications for curriculum, instruction, and learning.
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