Features of and Representational Strategies in Instructional Videos for Primary Science Classes

Autor/inn/en	Park, Joonhyeong; Chang, Jina; Park, Jisun; Yoon, Hye-Gyoung
Titel	Features of and Representational Strategies in Instructional Videos for Primary Science Classes
Quelle	In: International Journal of Science Education, 44 (2022) 16, S.2397-2422 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Park, Joonhyeong) ORCID (Chang, Jina) ORCID (Park, Jisun) ORCID (Yoon, Hye-Gyoung)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2022.2126289
Schlagwörter	Teaching Methods; Science Instruction; Video Technology; Preservice Teachers; Learner Engagement; Comparative Analysis; Scientific Research; Case Studies; Teacher Education Programs; Foreign Countries; Elementary School Teachers; South Korea + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Case study; Fallstudie; Case Study; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Korea; Republik
Abstract	Utilisation of instructional videos for science teaching has become more widespread due to the expansion of online teaching and learning environments and growing awareness of benefits of videos, such as enabling use of effective multiple representations. With this in mind, this study aimed to examine features of instructional videos for teaching scientific inquiry, a key element of science education, and learners' engagement, a crucial issue in instruction in terms of representational strategies used. We analysed 16 instructional videos for science teaching generated by pre-service teachers. We found that the instructional videos tended to focus on posing a question related to a phenomenon and constructing its explanation conceptually rather than conducting investigations and interpreting the data. It was also found that there were alternations between providing relevant and conceptual resources and affording learners opportunities to answer questions verbally and visually to prompt their engagement. Various representational strategies, such as summarising, comparing, highlighting, sequencing, and presenting vivid phenomena, were also employed for better teaching scientific inquiry as a part of learners' ongoing cognitive activities. Based on the findings, we argue that there is potential for using instructional videos for teaching science, considering representational strategies in terms of scientific inquiry and learners' engagement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01