Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/24623
Title: 
Authors: 
Keywords: 
Instructional video
Scientific inquiry
Representational strategies
Learners' engagement
Issue Date: 
2022
Citation: 
Park, J., Chang, J., Park, J., & Yoon, H.-G. (2022). Features of and representational strategies in instructional videos for primary science classes. International Journal of Science Education. Advance online publication. https://doi.org/10.1080/09500693.2022.2126289
Journal: 
International Journal of Science Education
Abstract: 
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.
URI: 
ISSN: 
0950-0693 (print)
1464-5289 (online)
DOI: 
File Permission: 
Embargo_20240501
File Availability: 
With file
Appears in Collections:Journal Articles

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