Technological and methodological challenges of using classroom video to analyse physics teachers' explanations
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This paper reports a project conducted in twelve Grade 11 Physics classrooms in Edmonton, Canada, that used close analysis of video recordings of teacher explanations to explore the ways in which physics teachers explain concepts. The focus here is on discussion of the research methods and associated technological and methodological issues rather than on the specific issue of teacher explanations. Details of particular approaches to video analysis, including the qualitative video analysis software packages vPrism and Transana are given, and the costs and advantages of using video data discussed.
International Journal of Multiple Research Approaches
Copyright 2010 e-Content Management Pty Ltd. This is the author-manuscript version of this paper. Reproduced in accordance with the copyright policy of the publisher. Please refer to the journal website for access to the definitive, published version
Science, Technology and Engineering Curriculum and Pedagogy