Conducting Video Research in the Learning Sciences: Guidance on Selection, Analysis, Technology, and Ethics

Derry, Sharon J.; Pea, Roy; Barron, Brigid; Engle, Randi A.; Erickson, Frederick; Goldman, Ricki; Hall, Rogers; Koschmann, Timothy; Lemke, Jay L.; Sherin, Miriam Gamoran; Sherin, Bruce

doi:10.1080/10508400903452884

Cited by 745 publications

(477 citation statements)

References 40 publications

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“…The complex interaction of the sources of self-efficacy does not lend itself to the simple reduction of individual phrases and gestures. Instead, we imagine understanding the development of self-efficacy in the moment lends itself to analyses which support the documentation of complex interactions, such as microanalysis [55]. However, we expect that independent researchers could go through a similar process as the one described in this paper and would come to see the identified self-efficacy opportunities.…”

Section: Discussionmentioning

confidence: 93%

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Identifying events that impact self-efficacy in physics learning

Sawtelle

Brewe

Goertzen

et al. 2012

Phys. Rev. ST Phys. Educ. Res.

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We present a method of analyzing the development of self-efficacy in real time using a framework of self-efficacy opportunities (SEOs). Considerable research has shown a connection between self-efficacy, or the confidence in one's own ability to perform a task, and success in science fields. Traditional methods of investigating the development of self-efficacy have required participants to recollect past events. This reliance on participant memory makes it difficult to understand what impact particular events may have on developing self-efficacy in the moment. We use video recordings of three undergraduate Modeling Instruction students solving a physics problem to characterize SEOs in a moment-by-moment analysis. We then validate these characterizations of the development of self-efficacy by reviewing the problemsolving session with the participants and find evidence that the SEOs identified are taken up and impact self-efficacy. This characterization and validation of SEOs in the moment represents a first step towards establishing a methodology for analyzing the development of self-efficacy in real time.

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Section: Discussionmentioning

confidence: 93%

“…Identifying the boundaries of the focal event for analysis defines the next step of the microanalytic process. Defining the clip boundaries is an iterative process that involves examining in close detail the focus of the interaction and looking for the beginning and end points of the process [55].…”

Section: Problem-solving Sessionmentioning

confidence: 99%

Identifying events that impact self-efficacy in physics learning

Sawtelle

Brewe

Goertzen

et al. 2012

Phys. Rev. ST Phys. Educ. Res.

View full text Add to dashboard Cite

show abstract

“…First, we conducted an inductive data driven coding (Derry et al, 2010) by using the analytical questions in Table 1 to identify themes/patterns that may contribute to elucidate the research questions. These analytical questions were chosen because they focus the analysis towards students' interactions, and the students' interactions with technology.…”

Section: Table 1: Analytical Approaches Adapted To the Different Datamentioning

confidence: 99%

Vocational students’ meaning-making in school science – negotiating authenticity through multimodal mobile learning

Nordby

Knain

Jónsdóttir

2017

NorDiNa

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This article presents a qualitative study focusing school science in two vocational classes, upper secondary school, Norway. The fact that many vocational students find little meaning in school science forms the backdrop. The students were introduced to teaching combining an excursion to a district heating plant and classroom lessons, with the use of mobile phones for documentation. Thematic analysis is used to explore the students’ experiences by analysing their behaviour and utterances. A multimodal semiotic analysis is used to examine the students' digital stories. By offering the students teaching in a real life vocational facility, we found that the students engaged in the related school science subject matter. They do perceive the use of phones for documentation as personal authentic and relevant working method. The learning potential arising when the mobile learning bridged the two learning venues overshadowed the possible pitfalls of using smartphones.

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“…A hand-held camera followed the teacher minute by minute to document the student-teacher interactions. Ethnographic field notes taken during classroom observations provided supplementary contextual data for the analyses of the participants' interactions (Derry et al 2010). A combination of quantitative methods (frequency counts) and illustrative qualitative analyses were used to explore student-teacher interactions taking place in help-seeking settings (HmeloSilver 2003).…”

Section: Data Collection and Analysismentioning

confidence: 99%

Teacher support in computer-supported lab work: bridging the gap between lab experiments and students’ conceptual understanding

Furberg

2016

Intern. J. Comput.-Support. Collab. Learn

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This paper reports on a study of teacher support in a setting where students engaged with computer-supported collaborative learning (CSCL) in science. The empirical basis is an intervention study where secondary school students and their teacher performed a lab experiment in genetics supported by a digital learning environment. The analytical focus is on student-teacher interactions taking place in help-seeking settings during group-based activities where students analysed and reported their findings from the lab experiment. A combination of quantitative methods in the form of frequency counts of students' help requests and detailed micro-analyses of student-teacher interactions are used. The findings are that the majority of challenges faced by students concerned conceptually oriented issues and procedural challenges in the sense of how to practically solve the assignments provided to them in the digital learning environment. Most importantly, the analyses of student-teacher interactions provide insight into the considerable amount of support that is needed from the teacher to bridge the conceptual gap between the lab experiment and the students' understanding of the underlying scientific principles and procedures. The findings are discussed according to possible implications for the design of digital support tools and instruction.

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Conducting Video Research in the Learning Sciences: Guidance on Selection, Analysis, Technology, and Ethics

Cited by 745 publications

References 40 publications

Identifying events that impact self-efficacy in physics learning

Identifying events that impact self-efficacy in physics learning

Vocational students’ meaning-making in school science – negotiating authenticity through multimodal mobile learning

Teacher support in computer-supported lab work: bridging the gap between lab experiments and students’ conceptual understanding

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