The unexpected situation of covid-19 meant that teachers had to adapt quickly to distance learning. One way of organizing distance learning is through educational videos. There has been an increase in educational videos available on the internet. Educational videos are based on flipped learning and teaching. Students are thus given pre-prepared material and then discuss its content with the teacher in a group meeting via a video conference. However, the increase in publicly available educational videos can also be a problem, as not all educational videos are of good quality. In the master's thesis, we wanted to check the quality of educational videos for the subject of science and technology, which are publicly available on the world wide web. We analyzed 104 video materials intended for teaching science and technology in the 4th and 5th grades on three different web portals (YouTube, Arnes Video, Razlagamo.si). We have prepared instrumentation that includes ten key criteria for high-quality educational videos. We found that educational videos for science and technology often have appropriate learning objectives, structure, text, pictorial material, and six cognitive multimedia learning theory principles. There is also a great use of motivational techniques, especially asking questions and addressing the students. Educational videos had partially corresponding criteria, most often in terms of time duration, because most of them were to short. We noticed that teachers do not make cross-curricular links with other subjects in the educational videos for science and technology. We also found that they often do not use textbook or other materials when creating eucational videos. Based on the results, we developed guidelines for producing and selecting video materials for teaching science and technology in the 4th and 5th grades.
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