TY - JOUR
T1 - Features of and representational strategies in instructional videos for primary science classes
AU - Park, Joonhyeong
AU - Chang, Jina
AU - Park, Jisun
AU - Yoon, Hye Gyoung
N1 - Funding Information:
This research was funded by the National Research Foundation of Korea (NRF) grant funded by the Korea government (MIST: Ministry of Science and ICT), [Grant No. 2019R1F1A1040353].
Publisher Copyright:
© 2022 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2022
Y1 - 2022
N2 - 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.
AB - 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.
KW - Instructional video
KW - learners’ engagement
KW - representational strategies
KW - scientific inquiry
UR - http://www.scopus.com/inward/record.url?scp=85139871350&partnerID=8YFLogxK
U2 - 10.1080/09500693.2022.2126289
DO - 10.1080/09500693.2022.2126289
M3 - Article
AN - SCOPUS:85139871350
SN - 0950-0693
VL - 44
SP - 2397
EP - 2422
JO - International Journal of Science Education
JF - International Journal of Science Education
IS - 16
ER -