Embedding video technology in enhancing the understanding of the biology concept of breathing: A Brunei perspective

Abstract

This study was carried out in an attempt to investigate the impact of embedding video technology into classroom lessons designed using technological pedagogical content knowledge (TPACK) framework in improving students’ conceptual understanding, focused on the concept of breathing. This study hypothesized that embedding video technology into classroom teaching would assist students in visualizing the dynamic biological processes, while improving students’ conceptual understanding of the biology concept of breathing. This study sought to answer two research questions: (1) What are the students’ misconceptions on breathing? (2) Does the integration of technology in lesson improve students’ understanding of the concept? In this study, participants underwent four cycles of interventions, reflecting on the four knowledge dimensions of the TPACK framework (declarative, procedural, schematic and strategic). Mixed research method was employed in this study. Drawing–writing technique, pre- and post-tests and students’ interviews were used to collect data. The quantitative data derived from the students’ pre- and post-tests scores were analysed using SPSS paired sample t-test, while the qualitative data obtained from the drawing–writing technique and students’ interviews were thematically analysed based on the content. Results of this study indicated that there was a significantly greater improvement in students’ conceptual understanding of the biology concept of breathing after the interventions, thus demonstrating the positive impact of embedding video technology into classroom lessons planned using TPACK framework.