Videorapporten – en elevarbejdsform

Melina Gydsbæk

Publikation: Ph.d. afhandling/ kandidat/ diplomMasterForskning

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This master’s is a study of a student working process, developed by me with the purpose of improv-ing my teaching. In the student working process that will be introduced, the student group dialogue is a priority. Furthermore, this master’s will give the students an alternative to the written report in science, the alternative being a verbal science video report, which also helps them store their knowledge in the long term memory. The student working process is a three face process: Firstly, we have the weekly work, where the students in groups have to answer questions which make them discuss and reflect on their laboratory work. Secondly, there is the topic-related work, where the students are given an opportunity to discuss and substantiate their knowledge verbally and visually. Thirdly, we have the exam-related work, where the students now have a video report, which con-tains the essence (theory, models and lab exercises) of the main topics they have developed during the year. The idea is that students construct their oven knowledge through interaction with the sur-roundings and each other, and through dialogue - reflection, evaluation and absorption in the subject - with one another, they develop a more scientific language and cognition, instead of the teacher trying to hand knowledge over to them.
To elaborate on the points in this study I will use the following theoretical focus (framework)
- The theory of constructivism and socio constructivism on the studies of cognition though inter-action with the surroundings and each other.
- Interactions with the surroundings develop from acting into expressing ideas. This happens though representational reconstruction.
- The structure in scientific language is widely used in textbooks and by teachers; this can cause problems for the students.
- Different dialogues in the classroom affect on how the student reaches cognition.
- To store information in the memory.
An analysis of the students’ feedback, which I have collected through interviews and questionnaire surveys, shows that most of the students find that they have become better verbally – using scientific language. Furthermore, they can construct longer sentences in which they use technical terms, and additionally it helps them, that there are pictures and video reports supporting the technical terms. However, they do not necessarily see the video report as the essence of cognition. Some of the students find the process annoying, but still they acknowledge that they learn from it. I take that as an expression of the video report giving them the opportunity to take the long way to obtain knowledge instead of taking a shortcut.
My conclusion on this study is that this student working process gives the students the opportunity to interact in different types of dialogue. In the weekly work where the students have to reflect on their laboratory work by discussing the answer of 3 questions in their working groups, they get a strategy tool, which helps them to move from acting into expressing ideas. If the process is unsuccessful, the students have the opportunity once more to reflect on their lab. work, when they have to combine the verbal and the visual in their video reports. These reports show their lab. work with the verbal answer of the question, which has been raised and discussed in the group, and formed into “perfect” sentences. The variations in the type of dialogue used in the student working process are wide thereby meeting the ideas that the theorists suggest. Even though the student working process takes a lot of time, this student working process and product – the video report – have helped students who previously did not obtain the full benefit from the class, to develop their science communications’ skills and thereby their understanding. Also they experience that science is not just a lot of facts you read about, but something you can explore verbally in a discussion or physically by interacting with the surroundings. Finally, the feedback the students have given, give the indication that a great deal of the students have advanced by combining multimodal cognition.
StatusUdgivet - 2010


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