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The Use of Video-based Ethnography in an Inquiry-based Blended Science Classroom
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.
History
Publication title
Video-based Research in Education: Cross-disciplinary PerspectivesEdition
1stEditors
L Xu, G Aranda, W Widjaja and D ClarkePagination
140-157ISBN
9781315109213Department/School
Faculty of EducationPublisher
RoutledgePlace of publication
United KingdomExtent
16Rights statement
Copyright 2022 RoutledgeRepository Status
- Restricted