Releasing the Full Potential of Videos in Chemistry Teaching: The DAC Method

Instructional videos are widely used in chemistry classrooms, yet their impact often remains limited if student engagement is passive. This article introduces the DAC method (Decide–Analyze–Commit), an evidence-informed framework designed to maximize the pedagogical value of video-based learning. The method structures student activity before, during, and after video viewing, incorporating prediction, evaluation of statements, and reflection. A model worksheet and classroom implementation are presented, demonstrating how this approach aligns with Johnstone’s triangle and facilitates the integration of macroscopic, submicroscopic, and symbolic representations. Additionally, survey results from chemistry teachers (N = 94) who piloted the DAC method reveal teachers’ perceptions of its potential to foster critical thinking, learner autonomy, and engagement. While challenges such as cognitive load and the risk of misconceptions were noted, overall teacher responses indicated strong support for the relevance and usability of the method. The DAC method provides chemistry educators with a practical, adaptable strategy for integrating videos into lessons, thereby promoting active learning and strengthening key study skills (focusing on key points, assessment of truthfulness and argumentation for or against it, and critical thinking).