The conversational framework and the ISE “Basketball Shot” video analysis activity - Digital Education Review No 28

Oct 15, 2026

Uploaded by dhado

Inspiring Science Education (ISE) is an EU funded initiative advancing inquiry-based science learning (IBSL) in classrooms through ICT. The Basketball Shot lesson plan uses video capture and LoggerPro® to track a ball’s motion as it bounces rather than reaching the basket, demonstrating speed, velocity, acceleration, and 2D vector concepts. It also links the motion to linear and quadratic equations, while evaluating lesson effectiveness through the five-stage conversational framework.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages11

Reading Time28 min

AccessFree to download

I. Introduction

Practical work in science learning

Curriculum challenge for 15–18 year olds

Inquiry-based learning and student engagement

a. The Basketball Shot Lesson Plan

ICT artefact design and classroom use

Teacher guidance across IBL stages

The conversational framework and the ISE “Basketball Shot” video analysis activity The conversational framework and the ISE “Basketball Shot” video analysis activity . Vincent English [ve226@cam.ac. uk](ve226@cam.ac. uk) University of Cambridge, United Kingdom Dr. Yvonne Crotty [yvonne.crotty@dcu.ie](yvonne.crotty@dcu.ie) Dublin City University (DCU), Ireland Dr. Margaret Farren [margaret.farren@dcu.ie](margaret.farren@dcu.ie) Dublin City University (DCU), Ireland Abstract Inspiring Science Education (ISE) ( [http://www.inspiringscience.eu/](http://www.inspiringscience.eu/) ) is an EU funded initiative that seeks to further the use of inquiry-based science learning (IBSL) through the medium of ICT in the classroom . The Basketball Shot is a scenario (lesson plan) that involves the use of video capture to help the student investigate the concepts of speed, velocity and acceleration . Using the LoggerPro® programme from Vernier Software and Technology ( [http://www.vernier.com/products/software/lp/](http://www.vernier.com/products/software/lp/) ), video is captured of a player throwing a ball towards the basket. The ball does not reach the basket, but instead bounces on the floor and continues its motion . The concept of constant velocity, vectors, acceleration in two dimensions is therefore demonstrated. Moreover, a connection with mathematics is established where the relevancy of linear and quadratic equations are clearly demonstrated in the context of the motion of the ball. The effectiveness of this lesson plan is evaluated through the lens of the “Conversational Framework” underpinned by the five stage inquiry-based learning approach. Keywords Physics, inquiry-based learning, velocity, acceleration, capture, conversational framework V.English, Y.P. Crotty and M.A. Farren Digital Education Review-Number 28, December 2015-[http://greav.ub.edu/der/](http://greav.ub.edu/der/) data analysis, video 91 I. Introduction The need to ensure that practical work is a key element of learning science is espoused by many scientists and educators (Watson, Swain, & McRobbie, 2004; Watson, 2008) . According to Watson (2008), the answer “lies in the nature and contents of the activities and the aims they are trying to achieve” (p. 57) . No matter what view ones subscribes to, the action of performing experimentation “has been singled out as a key indicator of doing science” (Thomas and Banks, 2009, p. 24) . Students should appreciate the importance of the relationship between observation and theory, and that not all discoveries are made in isolation by a reclusive scientist (Bauer, 1992 cited in Thomas and Banks, 2009), and that a pre-existing theoretical frame of reference guides the research in a potential fruitful direction (Medawar, 1967 cited in Thomas and Banks, 2009) . It is therefore important that students get a clear picture of how science is “done” and not be influenced by the classical picture of a rigid, idealised and impersonal perception of a dull and dreary laboratory (Bauer, 1992 cited in Thomas and Banks, 2009) . As referenced by Collins (2000, cited in Thomas and Banks, 2009), we need to consider who is science education for? The extent to which we include practical in science will need to address the needs of the potential scientist as well as those who will not continue a career in science . Whilst Bauer (1992, cited Thomas and Banks, 2009) suggests that the achievement of “widespread scientific literacy is an impossible illusion”, nonetheless at a bare minimum, practical work will need to inform the specific needs of the citizen scientist (Jenkins, 2004), as well as the professional scientist (Collins, 2001 cited in Thomas and Banks, 2009) . However, the problem exists that school science as it is taught does not represent the practice of science in the real world (Reiss, 2004) . The curriculum challenge in the modern environment is how to make practical work more interesting

FAQs

What is the purpose of the ISE “Basketball Shot” activity?

It supports inquiry-based science learning by having students investigate speed, velocity, and acceleration using video capture, then connect the motion to relevant mathematics.

How does the activity collect and analyze data?

Video is captured of a player throwing a ball toward the basket, and LoggerPro® is used to analyze the ball’s motion as it bounces and continues moving.

How is learning effectiveness evaluated in the activity?

Effectiveness is evaluated through the Conversational Framework that is underpinned by a five-stage inquiry-based learning approach, with teacher guidance across the stages.

Oct 15, 2026

Uploaded by dhado