ABSTRACT

Background

Bringing about conceptual change in school science classrooms is difficult for teachers. Researchers in this field have struggled to influence classroom practice.

Purpose

The present research presents a method and a framework for video-based pedagogy analysis.

Sample

Six groups of 11-year-old pupils took part (three girls and three boys) in each expert micro-teaching interview, led by a science specialist (Advanced Skills Teacher). A ‘Concurrent Verbal Protocol and Retrospective Debriefing’ interview happened with the teacher approximately one month later. Six teachers and thirty-six pupils participated altogether.

Design and method

Three research methods (expert micro-teaching, verbal protocols and retrospective debriefing) were used. Data were video-recorded and managed using NVivo. About fifteen hours of video data were analysed using grounded theory methods. The interpretivist theoretical perspective (symbolic interactionism) was underpinned by a social constructionist epistemology. What can be considered evidence is inevitably affected by the researcher’s methodological position. So what constitutes reliable evidence can be contentious. Appropriate criteria for evaluating the grounded theory emerging from this study were used. Interpretivist approaches for investigating conceptual change in school science are necessary to complement positivist literature. This approach, proved successful in other fields, is new to this context. Data were recorded in 2013.

Results

Findings are presented as a Pedagogy Analysis Framework which uses the concepts: means (including information, misinformation and disinformation), strategy (on a spectrum from micro-strategies, through tactics to macro-strategies;), ends (physical changes, individual mental changes and group mental changes), and accidents.

Conclusions

The method allows teachers to help the researcher understand incidents in video-data that are not evident to any external observer. The framework could help strategic dialogue between teachers, student teachers, mentors, teacher educators, and educational researchers.

中文翻译：

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一种基于视频的教学分析方法和框架

摘要

背景

教师很难在学校科学课堂上带来概念上的改变。该领域的研究人员一直在努力影响课堂实践。

目的

本研究提出了一种基于视频的教学法分析的方法和框架。

样本

六组 11 岁的学生（三名女孩和三名男孩）参加了由一名科学专家（高级技能教师）领导的专家微教学面试。大约一个月后，对老师进行了一次“并发口头协议和回顾性汇报”采访。共有六名教师和三十六名学生参加。

设计与方法

使用了三种研究方法（专家微教学、口头协议和回顾性汇报）。使用 NVivo 对数据进行视频记录和管理。使用扎根的理论方法分析了大约 15 个小时的视频数据。解释主义理论观点（象征互动主义）以社会建构主义认识论为基础。什么可以被认为是证据，不可避免地会受到研究者的方法论立场的影响。因此，什么构成可靠证据可能是有争议的。使用了评估本研究中出现的扎根理论的适当标准。调查学校科学概念变化的解释主义方法对于补充实证主义文献是必要的。这种方法在其他领域被证明是成功的，在这种情况下是新的。数据记录于 2013 年。

结果

研究结果以教学法分析框架的形式呈现，该框架使用以下概念：手段（包括信息、错误信息和虚假信息）、策略（从微观策略、策略到宏观策略；）、目的（身体变化、个人心理变化和集体心理变化）和事故。

结论

该方法允许教师帮助研究人员了解视频数据中对任何外部观察者都不明显的事件。该框架可以帮助教师、学生教师、导师、教师教育者和教育研究人员之间的战略对话。