The Potential of Video Studies in Research on Teaching and Learning Science

Brückmann, Maja; Duit, Reinders; Tesch, Maike; Fischer, Hans E.; Kauertz, Alexander; Reyer, Thomas; Gerber, Bernhard; Knierim, Birte; Labudde, Peter

doi:10.1007/978-1-4020-5032-9_6

Cited by 9 publications

(6 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The resulting "audiovisual glossaries" (NRC, 2001;p. 1) or patterns of teaching and learning in a particular time and place can, therefore, be used to investigate how respective standards, curricula, and instruction practices are enacted and how they shape student outcomes (Brückmann et al, 2007;Forbes et al, 2013). They can also be used to improve learning environments in the individual collaborators' home countries (Gharawi et al, 2009;Hantrais & Mangen, 1998;Hiebert et al, 1999;Xu & Clarke, 2018).…”

Section: Video-based Observations For Characterizing Classroom Sciencementioning

confidence: 99%

“…By focusing on more than one nation, international video studies can provide valuable insights into a variety of classrooms from various cultural backgrounds, shedding light on differing, idiosyncratic, or previously unnoticed ubiquitous practices, conceptual frames, and instructional norms characterizing science instruction in respective countries (Forbes et al, 2013; Roth, 2013; Stigler et al, 2000; Xu & Clarke, 2018). The resulting “audiovisual glossaries” (NRC, 2001; p. 1) or patterns of teaching and learning in a particular time and place can, therefore, be used to investigate how respective standards, curricula, and instruction practices are enacted and how they shape student outcomes (Brückmann et al, 2007; Forbes et al, 2013). They can also be used to improve learning environments in the individual collaborators’ home countries (Gharawi et al, 2009; Hantrais & Mangen, 1998; Hiebert et al, 1999; Xu & Clarke, 2018).…”

Section: Video‐based Observations For Characterizing Classroom Sciencementioning

confidence: 99%

“…Video‐recorded classroom observations have proven to be an efficient and effective mode of gathering representative samples of classroom activities, enabling the in‐depth study of teaching and learning in national and international contexts (Forbes et al, 2014; Stigler et al, 2000; Xu & Clarke, 2018). Particularly inquiry‐based classroom practices that could help explain international trends (e.g., TIMSS [Trends in International Mathematics and Science Study]) in student achievement in science (e.g., Brückmann et al, 2007; Mullis et al, 2016, 2020; Neumann et al, 2010; Stigler et al, 2000). However, little research has made use of direct, observational evidence to capture and characterize such classroom practices, like scientific modeling, in elementary science learning environments, including how their enactment may coincide or differ among countries and how to leverage emerging insights to inform and improve, for example, respective nations’ science instruction, curricula and/or professional development efforts (Gharawi et al, 2009; Hantrais & Mangen, 1998; Stigler et al, 2000).…”

mentioning

confidence: 99%

See 2 more Smart Citations

Investigating scientific modeling practices in U.S. and German elementary science classrooms: A comparative, cross‐national video study

2022

View full text Add to dashboard Cite

Science education reform efforts have emphasized the incorporation of more authentic and meaningful scientific practices into formal learning environments. With this focus on practices, such as scientific modeling, a powerful tool for sense‐making and reasoning, comes a need to observe and understand if and how it is actually occurring, particularly in elementary science learning environments. To address this need, and moving forward an international, collaborative research effort centered around scientific modeling, we undertook a cross‐national observational study in which we used an observation protocol to characterize scientific modeling practices in elementary classrooms in both the United States and Germany. Drawing on existing video‐based datasets from multiple projects, this study's findings provide empirical evidence for model‐based teaching and learning and explore the relative frequencies of relevant modeling subpractices (i.e., construction, use, evaluation, and revision of scientific models) in regular, day‐to‐day elementary science classrooms. This study also illustrates the differences and similarities between German and American science instruction. In general, students in both countries experience model construction more often than other modeling practices. German teachers more consistently foreground anchoring phenomena and students’ questions/preconceptions as part of the modeling process, thus leading to slightly higher overall modeling scores—despite a complete lack of model evaluation and revision in any of the observed German classrooms. Ultimately, however, young learners in both nations seem to experience alarmingly little opportunities to engage in any of the modeling subpractices. Particularly in terms of modeling as a means to make sense of phenomena, constrained by teachers most commonly using finished representations (i.e., models) of phenomena and processes to teach science/deliver content. Our results indicate the need for a greater focus on all scientific modeling subprocesses, particularly the integration of scientific modeling with already established, more general (e.g., inquiry‐based) strategies for effective science teaching and an emphasis on actualizing modeling as an authentic sense‐making endeavor.

show abstract

Section: Video-based Observations For Characterizing Classroom Sciencementioning

confidence: 99%

Section: Video‐based Observations For Characterizing Classroom Sciencementioning

confidence: 99%

mentioning

confidence: 99%

See 1 more Smart Citation

Investigating scientific modeling practices in U.S. and German elementary science classrooms: A comparative, cross‐national video study

2022

View full text Add to dashboard Cite

show abstract

“…While there is a body of research of such nature (e.g. Alexander, 2000;Brückmann et al, 2007;Clarke et al, 2006;Janik & Seidel, 2009;Klette, 2009b;Lingard et al, 2001;Luke et al, 2005;Simola, 2005;Stigler et al, 1999), every broad-based study has to address the unique characteristics of the local system and context. It is against the backdrop of this existing body of research that we will describe key methodological decisions that went into shaping a study of classroom practice in Malaysia.…”

Section: Introductionmentioning

confidence: 99%