Enhancing Practical Pedagogy: A UDL Perspective on the Value of Videos for Practical Class Preparation among Third-Level Student-Teachers in Science Education

Abstract

In higher education science courses, practical laboratory classes pose issues of accessibility, limited student autonomy and mounting evidence that students are not engaging in independent preparation for these classes. Videos are an established tool for helping to embed Universal Design for Learning (UDL) principles into the classroom. Although videos have been used to support lab instruction, research on their effectiveness largely focuses on the effects on academic achievement and studies a pre-digital native era of learner. This study sought to explore student behaviour towards preparation for lab classes and their perceptions of the utility of technique videos to aid their preparation. This was researched by surveying third level students studying science modules as part of initial teacher education using a survey tool with substantial qualitative elements. Three themes emerged from the analysis surrounding student confidence, autonomy and, surprisingly, student emotional well-being. Findings outline a potential role for videos in supporting student engagement in the typically rigid classroom lab setting. This evidence suggests that effective usage of videos could inform pedagogy and curriculum design in subjects where UDL principles have been difficult to incorporate. This could unlock new opportunities to widen participation and inclusion across higher education.