YouTube as a Science Education Tool: A Literature Review Analysis

This literature review explores the effectiveness of YouTube as an educational tool for high school science students. The paper investigates the advantages, such as easy accessibility and support for self-study, and disadvantages, including the lack of in-depth knowledge, faulty dissemination methods, ...Read More

Running head: YOUTUBE FOR HIGH SCHOOL SCIENCE STUDIES
YOUTUBE FOR HIGH SCHOOL SCIENCE STUDIES
Name of the Student
Name of the University
Author Note

1YOUTUBE FOR HIGH SCHOOL SCIENCE STUDIES
Table of Contents
Introduction......................................................................................................................................2
Methodology....................................................................................................................................3
Results..............................................................................................................................................3
Reasons why youtube is not a reliable educational tool for high school level science subjects. 3
Reasons why youtube is a preferred educational tool for high school level science subjects.....5
Conclusion.......................................................................................................................................6
References........................................................................................................................................7

2YOUTUBE FOR HIGH SCHOOL SCIENCE STUDIES
Introduction
With the proliferation of the internet facilities the dissemination of information has also
become quite easy. This has not only made the gathering of information related to academic
matters easier but also makes it cheaper. This is what the advantages of online forums such as
youtube for garnering knowledge are at the very basic level (Dreon, Kerper and Landis 2011).
However the credibility of the information is also a matter of concern as the internet media is full
of spurious information and for a student it is very difficult to distinguish between what is the
fact and what is not a fact and distinguishing fact from opinions is a very important factor of
science disciplines as they are based on hard core facts which must be verifiable and objectively
applicable in all contexts. Science disciplines are thus such which requires a lot of expertise and
precision and given the most important factor which are integral to science disciplines are the
character of being precisely and completely correct and thus the source of knowledge has to be
highly dependable for the purpose of securing the best possible solutions (Dreon, Kerper and
Landis 2011). Youtube as a medium is not meant for just watching films, documentaries, opera
soaps or music videos, it is also a source which provides very important academic information in
various subjects, however whether it is appropriate for science disciplines as a dependable
source for garnering information is the thesis statement that this particular essay seeks to
establish in the following sections. Thus in this particular research paper the discussion shall be
focusing on whether youtube is a reliable educational tool for science students at the high school
levels.

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Methodology
The key terms used for this research are high school which is from standards 9 to 12;
science disciplines, which are basically physics, chemistry, biology and mathematics; youtube,
which is a social media used exclusively for watching videos. Youtube has contents related to
many subjects which can range from entertainment to having academic value, and in this
research paper the focus shall be on using youtube as an educational tool and also for training
purposes for learning science subjects. This particular topic is relevant as in this era of
information revolution the internet has become an important source of gathering knowledge.
Deductive approach has been chosen for conducting the research as it focuses on
providing an aggregate of the ideas provided by the various scholars and thereby there has not
been any attempt to build a new theory out of the existing ones. Hence the deductive approach
has been followed since the aim has been to provide a wholesome idea of the situations by means
of outlining all the possible prospects and challenges so that the analysis can be done in depth.
For this particular research, the qualitative research method has been followed. Secondary
method of collection of the data has been followed. For the purpose of conducting the research
and reach at a conclusion, the existing literature have been used. There has not been any attempt
to conduct individual surveys or interviews hence the method chosen can also be called as
qualitative method. For this particular research, the code of academic conduct has been followed
and any attempt to malign intellectual integrity has been avoided. The references have been
sourced from authentic sources and are apt for the topic chosen. There has not been any attempt
to plagiarize content and the authors have been given their due credit for their intellectual
contributions, which is an exclusion criteria. This particular research paper can be claimed to be
reliable and valid as a thorough and rigorous attempt has been devoted in the study of the

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available literature, on the basis of which the conclusions have been drawn. Adherence to the
research ethics make the research even more reliable, which is an inclusion criteria (Kothari
2004).
Results
Reasons why youtube is not a reliable educational tool for high school level science
subjects
Lack of in depth knowledge - High school students who are studying science subjects need in
depth knowledge about whatever subject it might be, physics, chemistry or biology, and youtube
videos dealing with specific subjects are definitely not a credible source (Mao 2014). The most
important factor is the timing of the youtube videos which are not very long and within that short
period of time disseminating in depth knowledge about any particular discipline is not possible.
Within that time period gaining only a surface knowledge about the science subjects is possible
which is not appropriate for the high school students as they need conceptual clarity in order to
deal with the complicated mathematical and other calculation related problems. A surface
knowledge shall only equip the student with a very basic knowledge which shall not be enough
for the high school student as with each rising level the complexity of the subjects shall be
magnifying and without proper conceptual clarity that is not possible (Buzzetto-More 2014).
Faulty mode of dissemination – Learning from youtube videos is not a proper method as the
most holistic method of learning is by means of interaction with the teacher concerned. Just
because youtube is available at the shortest behest that does not however guarantee that the mode
of instruction shall ne a reliable one and there is no substitute for classroom mode of learning
(Drexler 2010). In a classroom when a teacher explains about the science formulas and other

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complicated calculations, there is every possibility that the student might not understand it and
ask the teacher to repeat it and the teacher shall take the necessary steps in ensuring that the
student understands. The teacher shall modify the method of explanation to ensure that it goes in
tandem with the sense and sensibilities of the student. That is however not possible in youtube
videos dealing with science topics as only the anchor speaks and the chance of interaction
between the teacher and the student is almost impossible. In case the student comes up with a
doubt the there is less possibility for the student to get the doubt getting cleared. At the most, the
student can repeat the video but that shall be a repetition of the same thing without any
modification to suit the comprehensibility of the student (Fulton 2012).
Spuriousness of the information – Youtube videos are a method by which the ones who upload
the videos earn money and by attractive headlines having academic value they are likely to
attract the high school students with the lure of providing valuable information related to
science disciplines. However the valuability and reliability of the information is highly doubtful
and that determines that the student might not benefit out of it. Moreover the qualification of the
anchor who is disseminating the lessons on science disciplines is also doubtful hence the
validity and the correctness of the content is highly doubtful and high school students do not
have that expertise to distinguish between the correct and the wrong with their limited
knowledge (June, Yaacob and Kheng 2014).
Reasons why youtube is a preferred educational toolfor high school level science
subjects
Easily available - Youtube videos are an reliable source of studying for those who do not wish
to buy books since they are costly and for gaining just the basic knowledge buying an entire text
book is not required (Franz 2011). Moreover, the teacher cannot expected to be available all

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throughout time hence the best method for high school students pursuing science disciplines is
by getting lessons from youtube. Moreover scinec disciplines are not just about formulas,
calculations, concepts and theorems, they are way more and beyond than those and some
students might be interested in seeing some interesting laboratory experiments for which the
youtube videos are appropriaten, and also youtube does not endorse itself as a substitute for
classroom mode of education (Williams and Pence 2011).
Appropriate for self study sessions – In case a student had forgotten a basic concept of some
science but has an apriori knowledge then it can be very helpful for the student to quickly go
through the materials available in youtube and can move forward with his or her studies. Thus
for a basic and a very precise knowledge youtube is a reliable source and is accessible to all
irrespective of the fact whether one is student of science or not (Balakrishnan, Liew and
Pourgholaminejad 2015).
Conclusion
Thus from the above set of discussion it becomes clear that there are more of cons with
regard to using youtube as an educational tool by high school science students than pros.
Learning from youtube videos is not a proper method as the most holistic method of learning is
by means of interaction with the teacher concerned even though the information is available at
the shortest behest. Moreover, disseminating in depth knowledge about any particular discipline
is not possible by youtube and also the valuability and reliability of the information is highly
doubtful and that determines that the student might not benefit out of it since the qualification of
the anchor is highly doubtful. The only advantages that high school students studying science
can have by means of referring to youtube is that of gaining a basic knowledge and as a guide in

7YOUTUBE FOR HIGH SCHOOL SCIENCE STUDIES
self study session. Though the amount of advantages of using youtube as a educational toolis less
however that does not however mean that youtube is totally devoid of any academic value for
high school students pursuing science subjects.

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References
Balakrishnan, V., Liew, T.K. and Pourgholaminejad, S., 2015. Fun learning with Edooware–A
social media enabled tool. Computers & Education, 80, pp.39-47.
Buzzetto-More, N.A., 2014. An examination of undergraduate student’s perceptions and
predilections of the use of YouTube in the teaching and learning process. Interdisciplinary
Journal of E-Learning and Learning Objects, 10(1), pp.17-32.
Dreon, O., Kerper, R.M. and Landis, J., 2011. Digital storytelling: A tool for teaching and
learning in the YouTube generation. Middle School Journal, 42(5), pp.4-10.
Drexler, W., 2010. The networked student model for construction of personal learning
environments: Balancing teacher control and student autonomy. Australasian journal of
educational technology, 26(3).
Franz, A.K., 2011. Organic chemistry YouTube writing assignment for large lecture classes.
Journal of Chemical Education, 89(4), pp.497-501.
Fulton, K., 2012. Upside down and inside out: Flip your classroom to improve student learning.
Learning & Leading with Technology, 39(8), pp.12-17.
June, S., Yaacob, A. and Kheng, Y.K., 2014. Assessing the use of YouTube videos and
interactive activities as a critical thinking stimulator for tertiary students: An action research.
International Education Studies, 7(8), pp.56-67.
Kothari, C.R., 2004. Research methodology: Methods and techniques. New Age International.
Mao, J., 2014. Social media for learning: A mixed methods study on high school students’
technology affordances and perspectives. Computers in Human Behavior, 33, pp.213-223.

9YOUTUBE FOR HIGH SCHOOL SCIENCE STUDIES
Williams, A.J. and Pence, H.E., 2011. Smart phones, a powerful tool in the chemistry classroom.
Journal of Chemical Education, 88(6), pp.683-686.