Physics topics such as climate change and the greenhouse effect are quite complex natural phenomena that are conceptually difficult for students to understand. It is important to develop
instructional settings that aside from the scientific content, students’ previous required knowledge and possible difficulties are also considered. Following the Model of Educational Reconstruction (MER) for the educational reconstruction of the scientific content and extending the Methodology for Video Development (MVD) to include feedback on the media characteristics, we created an educational video. The purpose of this design based research study was to better understand and
build from high-school students’ perceptions of the greenhouse effect as well as to strengthen the overall picture that the research community has of the possible learning outcomes when it comes to climate change. For this reason, the evaluation of the instrument that conveys the reconstructed material is considered important, as the Post-Test contains an extra part for the technical aspects of the video. The results are indicative of the video’s effectiveness, as the core of the proposed educational reconstruction, led the students, although at different levels, to the integration of the new scientific knowledge, based on the personal revision of pre-instructional conceptions and therefore, to the refutation of most observed misconceptions.