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Video Analysis of Physics Teachers' Explanatory Frameworks
PROCEEDINGS

, University of Alberta, Canada

EdMedia + Innovate Learning, in Honolulu, Hawaii, USA ISBN 978-1-880094-48-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

The ways teachers explain ideas to their students are an important part of teaching and learning physics. They are also related to the context of the physics course, and to the personal style of the teacher. This study used qualitative analysis of videotaped classroom teaching from 15 high school classrooms in a Canadian urban setting, complemented by surveys and videotaped interviews with teachers and students, to attempt to capture something of the richness and complexity of teachers' explanatory frameworks. The close, comparative analysis of classroom video was considered valuable both as a piece of research into teaching and as a way of developing a resource for communicating richly the practices of teacher explanation to teacher education students. The explanations were generally of a high quality, but the factors of context and personal style meant that each teacher's explanatory style was to some extent unique. Features of high quality explanations in physics were identified.

Citation

Geelan, D. (2003). Video Analysis of Physics Teachers' Explanatory Frameworks. In D. Lassner & C. McNaught (Eds.), Proceedings of ED-MEDIA 2003--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2096-2099). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 18, 2019 from .

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