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The Use of Video-based Ethnography in an Inquiry-based Blended Science Classroom


Cirkony, C and Hubber, P, The Use of Video-based Ethnography in an Inquiry-based Blended Science Classroom, Video-based Research in Education, Routledge, L Xu, G Aranda, W Widjaja and D Clarke (ed), United Kingdom, pp. 140-157. ISBN 9781315109213 (2022) [Research Book Chapter]

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This chapter discusses the challenges and opportunities offered by contemporary video technology in capturing and tracking learning in a metropolitan girls’ school in Melbourne, which adopted an inquiry-based representation construction approach to teaching energy through the lens of sustainability in a blended learning environment. This research setting presented multiple complex interactions across a cloud-based platform, where students enlisted multimodal digital and non-digital resources and generated a range of representations. Examples from the case study substantiate the methodological decisions and affordances of a video-based ethnography to interrogate student science learning situated in this blended learning environment.

Item Details

Item Type:Research Book Chapter
Keywords:video-based ethnography, inquiry-based blended
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:Science, technology and engineering curriculum and pedagogy
Objective Division:Education and Training
Objective Group:Other education and training
Objective Field:Other education and training not elsewhere classified
UTAS Author:Cirkony, C (Dr Connie Cirkony)
ID Code:153761
Year Published:2022
Deposited By:Education
Deposited On:2022-10-05
Last Modified:2022-11-18

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