Researching science learning from students’ view – the potential of headcam

Frøyland, Merethe; Remmen, Kari Beate; Mork, Sonja M.; Ødegaard, Marianne; Christiansen, Torgeir

doi:10.5617/nordina.1424

Cited by 12 publications

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“…The same data collection strategy was employed for the two cases: (1) the teachers and students were video‐recorded during classroom and fieldwork activities, and (2) the students were video‐recorded while applying rock identification 1 year after the teaching. The videos were obtained by equipping the teachers and students with headcams (HD GoPro®) (described in Frøyland, Remmen, Mork, Ødegaard, & Christiansen, ; Sørvik, Blikstad‐Balas, & Ødegaard, ). In addition, we were present as researching observers during the implementation of the activities, which provided a rich understanding of the contexts for the video recordings.…”

Section: Methodsmentioning

confidence: 99%

Name-Dropping or Understanding?: Teaching to Observe Geologically

2016

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This study investigates how teaching can support students' ability to apply rock identification by addressing scientific observation. In the context of geology education in Norway, we investigate two cases in which different approaches to teaching rock identification are carried out. Case A involves traditional teaching activities in one class of upper secondary school students, while Case B consists of teaching activities focusing on observation in a class of elementary school students. The study relies on analysis of video data using headcams from classroom activities and fieldwork. A year later, we asked the same students to apply rock identification to samples that were new to them. Results indicate that the teaching approach influenced the students' opportunities for developing an understanding of rock identification. The students in case A identified the samples by applying specific names of rocks and geological terminology, which led to errors and misconnections. Their application of rock identification can be characterized as name-dropping. By contrast, the students in case B identified rocks by noticing the patterns. They also explained theories of rock formation and geological terminology, thus demonstrating understanding. We discuss how the findings from case B can be translated into a tool for teaching rock identification.

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Section: Methodsmentioning

confidence: 99%

Name-Dropping or Understanding?: Teaching to Observe Geologically

2016

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“…Head-mounted cameras have a great potential to contribute to the understanding of social practices (Frøyland, Remmen, Mork, Ødegaard, & Christiansen, 2015;Myrvang Brown, Dilley, & Marshall, 2008), and allow us to observe students' situated talk and action. Together with interviews and a survey, headcam recordings are suitable for investigating "the dynamics of how meaning is created, space is composed, and identity reflected through the exhibit" (Allen, Whitehead, Paiva, Descure, & Bak, 2014 (Kvale & Brinkmann, 2009).…”

Section: Data Collection and Analysismentioning

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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“…Despite such electronic platforms enhancing the learning experiences of university PSTs across disciplines such as science and medical education (Cardoso et al, 2012;Frøyland, Remmen, Mork, Ødegaard, & Christiansen, 2015;Kelly, Lyng, McGrath, & Cannon, 2009;Kindt, 2011;Metcalfe, Jonas-Dwyer, Saunders, & Dugmore, 2015;Roshier et al, 2011), facilitating simulated teaching experiences that resemble more 'life-like' and 'actual' practical learning experiences in PE has often been overlooked. The practical nature of the PE discipline and reduced access for externally based PSTs (for example, in regional and remote locations) justifies the use of simulated pedagogical methods to enhance practical PE classes for this particular cohort.…”

Section: Tpack Framework Stage 3 -Technology What Digital Technologiementioning

confidence: 99%

The technological integration of a simulation pedagogical approach for physical education: The GoPro PE trial 1.0

Hyndman¹,

Papatraianou

2017

LCJ

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Teacher Education programs have a unique and important role to play in assisting pre-service teachers (PSTs) to deliver developmentally-appropriate physical education (PE) classes. Despite this important role, the 'physical' nature of PE classes and the growing externallyfocused environment of online tertiary education programs can make it challenging to provide access to real-life practical PE learning experiences for PSTs. One possible solution to this is facilitating simulated on-campus learning experiences to those online. A form of technology that has emerged within educational contexts that has the potential to simulate PE learning and address a number of key learning areas is GoPro video recording devices. To date, there is little investigation of the potential of simulating PE practical learning processes via GoPro video technology. The aim of this paper is to report on teacher field note observations and reflections underpinned by a Technological Pedagogical and Content Knowledge (TPACK) framework. It was revealed that the suitability of GoPro technology was enforced by its portable nature and the ability of the camera to capture point-of-view vision. It is vital for teacher training programs to enhance PST 'readiness' by providing simulated experiences from PE practical classes to ensure graduate standards are met.

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Researching science learning from students’ view – the potential of headcam

Cited by 12 publications

References 0 publications

Name-Dropping or Understanding?: Teaching to Observe Geologically

Name-Dropping or Understanding?: Teaching to Observe Geologically

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

The technological integration of a simulation pedagogical approach for physical education: The GoPro PE trial 1.0

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