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Use of Digital Videos in New Zealand Science Classrooms: Opportunities for Teachers and Students
ARTICLE

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Curriculum and Teaching Volume 31, Number 2, ISSN 0726-416X

Abstract

This paper reports how New Zealand teachers used digital videos from an educational website in science classrooms and how teachers and students viewed the use of videos. The study involved lesson observations in nine different classrooms, student and teacher interviews, and teacher focus group discussions. Multiple qualitative data were analysed using inductive content analysis. Findings indicate three major affordances for pedagogies to support student science learning: Support for discussion and developing concepts, informing hands-on activities, and an additional source of knowledge in the classroom. Implications for science teachers' use of digital videos have been proposed.

Citation

Chen, J. & Cowie, B. (2016). Use of Digital Videos in New Zealand Science Classrooms: Opportunities for Teachers and Students. Curriculum and Teaching, 31(2), 71-86. Retrieved July 20, 2019 from .

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