Using hands-on learning video assignments in online and in-person contexts: A longitudinal study

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.