Features of and representational strategies in instructional videos for primary science classes
- 주제(키워드) Instructional video , scientific inquiry , representational strategies , learners' engagement
- 주제(기타) Education & Educational Research
- 설명문(일반) [Park, Joonhyeong] Nanyang Technol Univ, Natl Inst Educ, Nat Sci & Sci Educ, Singapore, Singapore; [Chang, Jina] Seoul Seongil Elementary Sch, Seoul, South Korea; [Park, Jisun] Ewha Womans Univ, Dept Elementary Educ, Seoul, South Korea; [Yoon, Hye-Gyoung] Chuncheon Natl Univ Educ, Dept Sci Educ, Chunchon, Gangwon Do, South Korea
- 등재 SSCI, SCOPUS
- 발행기관 ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
- 발행년도 2022
- 총서유형 Journal
- URI http://www.dcollection.net/handler/ewha/000000203006
- 본문언어 영어
- Published As https://doi.org/10.1080/09500693.2022.2126289
초록/요약
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.
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