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Video Analysis As A Tool For Understanding Science Instruction

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Science Education Research and Practice in Europe

Part of the book series: Cultural Perpectives in Science Education ((CHPS,volume 5))

Abstract

Research on science instruction has revealed complex and nontrivial relations between instructional variables – including school system characteristics, teacher cognition and beliefs, teachers’ and students’ activities during instruction and last but not least, learning outcomes. To further investigate these relations, the development of respective models as well as appropriate research designs and methodologies are required. This will allow for tracing effects to the instructional level, shedding light on the well-known gap between teachers’ demands and students’ efforts as well as for the creation of interventions to overcome this gap. To this end, variables of teaching and learning have to be investigated using low- and high-inferent video analyses. Students’ and teachers’ behaviour holds valuable information for identifying cause-effect relations between what happens in the classroom and targeted outcomes.

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Author information

Authors and Affiliations

  1. University Duisburg-Essen, nwu-essen, Essen, Germany

    Hans Ernst Fischer

  2. IPN – Leibniz Institute for Science and Mathematics Education, Kiel, Germany

    Knut Neumann

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  1. Hans Ernst Fischer
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Editors and Affiliations

  1. Universiity of Oslo, Norway

    Doris Jorde

  2. King’s College London, London, UK

    Justin Dillon

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Fischer, H.E., Neumann, K. (2012). Video Analysis As A Tool For Understanding Science Instruction. In: Jorde, D., Dillon, J. (eds) Science Education Research and Practice in Europe. Cultural Perpectives in Science Education, vol 5. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-900-8_6

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