Abstract
In this chapter I discuss video analysis as a methodological approach for developing deep understandings of relationships and interactions within urban science teaching and learning contexts. I address insights that can be gained from video viewing and (re)viewing and by using methods/micro techniques for studying unconscious and conscious aspects of interactions occurring in science learning environments. I specifically focus upon utilizing a deductive approach for video selection, which is appropriate when the researcher has clear research questions and a strong theoretical orientation. Moreover, through vignettes from an urban high school chemistry classroom, I argue that video microanalysis is crucial for developing better understandings of what happens during classroom interactions and for helping to build successful science learning communities.
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Notes
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Third International Mathematics and Science Study-Repeat.
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Interactive Mapping for Educational Data. Tool developed by the Center for Inquiry in Science Teaching and Learning. http://maps.wustl.edu/cistl/mapdata/CISTLmapping/CSDmap.html
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Acknowledgment
The research in this chapter was supported in part by the National Science Foundation under Grant No. REC-0107022. Any opinions, findings, and conclusions or recommendations expressed herein are those of the author and do not necessarily reflect the views of the National Science Foundation.
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Elmesky, R. (2015). Video Selection and Microanalysis Approaches in Studies of Urban Science Education. In: Milne, C., Tobin, K., DeGennaro, D. (eds) Sociocultural Studies and Implications for Science Education. Cultural Studies of Science Education, vol 12. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4240-6_5
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