(vocabulary lists, guiding questions, transcripts, and subtitles) for
evaluating the expert’s answers in class. The two options for evalua-
tion are illustrated in Figures 1 and 2. Method A is to watch the
answer videos with the full class, who are then given cooperative
tasks. In our pilot study, for example, we had students focus on one
or two basic comprehension tasks at first before distributing more
detailed questions. Depending on the school’s equipment, we also
suggested a method in which students worked in small groups with
Table 1. Sample of student questions to the experts in three curricular contexts.
Context Expert’s Field Sample Student Questions
Genetics Cancer research • What can you do that really helps to prevent cancer?
• Do you think there will ever be a full cure for cancer?
• Is it true that fried food causes cancer?
• I heard that brain tumors are difficult to treat due to the blood-brain barrier. Is that true
Cell biology Mitochondrial
• Can mitochondrial disease be healed?
• What are the causes for mitochondrial disease?
• How long can people with mitochondrial disease survive?
• How do you know that you have mitochondrial disease?
• How many people are there with mitochondrial disease?
specialist for HIV
• Are there moments that make it hard to do your work?
• Why are you motivated to do this work?
• Does it take a long time until the kids/youths trust the people from the organization?
• Are there adolescents who don’t want help?
• Are there more boys or girls who have HIV?
• Are HIV-positive people being shut out from society?
• Is it possible for you to say if there is a special social group in society that is hit hard by
AIDS or HIV?
Figure 2. Sample of materials for the evaluation of experts’ video answers. (A) Example slide for Method A in the immunology
context. (B) Example group worksheet for Method B in the cell biology context.