The use of video ethnography in an inquiry-based blended science classroom

Connie Cirkony, Peter Hubber

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

Abstract

This book explores the ontological, epistemological, methodological, and ethical challenges associated with the different uses of video in research, ranging from video as a tool for investigating social interactions and for stimulating participants’ reflection, to the use of video for engaging varied communities and social groups in the process of teaching, learning and research. Each chapter presents the authors’ critical reflection on the ways in which video was employed, the research decisions made, the methodological challenges faced, and the consequences for how educational practices were understood. As such, it illustrates a wide range of philosophical and theoretical standpoints with respect to video-based research approaches.
Original languageEnglish
Title of host publicationVideo-based Research in Education
Subtitle of host publicationCross-Disciplinary Perspectives
EditorsLihua Xu, George Aranda, Wanty Widjaja, David Clarke
Place of PublicationAbingdon Oxon UK
PublisherRoutledge
Chapter9
Pages140-157
Number of pages18
Edition1st
ISBN (Electronic)9781315109213
ISBN (Print)9781138089426, 9781138089457
DOIs
Publication statusPublished - 2019
Externally publishedYes

Cite this

Cirkony, C., & Hubber, P. (2019). The use of video ethnography in an inquiry-based blended science classroom. In L. Xu, G. Aranda, W. Widjaja, & D. Clarke (Eds.), Video-based Research in Education: Cross-Disciplinary Perspectives (1st ed., pp. 140-157). Routledge. https://doi.org/10.4324/9781315109213