SIG 2: Methodologies and Methods in Video Based Research of Teaching and Learning Processes
Video analysis is used as a research method within different methodological frameworks in order to, for instance, describe, model, and understand teaching practices, learning modalities or the interplay of teaching and learning processes.
Depending on the framework empirical or interpretative approaches to video data can be selected, e. g. (category based) coding in order to count events or transcribing in order to analyze themes or interactions. The underlying methodology affects the general research strategies and the methods used in video based research. When presenting video based research in science education, it is therefore important to reveal and justify
(1) the fundamental research paradigm (e. g. research as evidence or as co-construction etc.),
(2) the goal and interest of the research (e. g. students’ knowledge and learning, teacher’s action, lesson and content structure, classroom discourse, use of language etc.),
(3) the techniques of video data generation (e. g. number, position and focus of cameras and microphones),
(4) the techniques of video data analysis (e. g. direct coding or transcription, event or time based coding, high and low level of inference, qualitative or quantitative evaluation etc.),
(5) the criteria of quality with respect to the methodology.
The symposium aims to illustrate different methodologies and methods in video based research with their individual strengths, conditions and constraints. The debate about methodologies can help researchers to identify their positions and assumptions and to choose appropriate methods beyond the dispute of qualitative and quantitative research.