Derry-etal2010
| Derry-etal2010 | |
|---|---|
| BibType | ARTICLE |
| Key | Derry-etal2010 |
| Author(s) | Sharon J. Derry, Roy D. Pea, Brigid Barron, Randi A. Engle, Frederick Erickson, Ricki Goldman, Rogers Hall, Timothy Koschmann, Jay L. Lemke, Miriam Gamoran Sherin, Bruce L. Sherin |
| Title | Conducting Video Research in the Learning Sciences: Guidance on Selection, Analysis, Technology, and Ethics |
| Editor(s) | |
| Tag(s) | EMCA, Video-recorded interaction, Video Methods, Video Analysis |
| Publisher | |
| Year | 2010 |
| Language | English |
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| Month | |
| Journal | Journal of the Learning Sciences |
| Volume | 19 |
| Number | |
| Pages | 3–53 |
| URL | |
| DOI | 10.1080/10508400903452884 |
| ISBN | |
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Abstract
The goal of this contribution is to provide guidance for researchers conducting (a) studies that use video to closely examine teaching and learning in learning en- vironments such as classrooms, the goals of which are to understand learning pro- cesses and better design formal learning environments; and (b) studies using video for in-depth analyses of peer and adult–child interactions in informal settings, such as museums and homes, the goals of which are to help researchers and developers understand informal learning as it occurs naturally in various contexts and to achieve better informal settings for learning.We collaborated to provide a careful discussion of principles, strategies, and important issues that should inform re- searchers’ choices at all points in the video research process.1 We tried to develop these guidelines without favoring any particular methodological orientation or set of methods. The learning sciences is an interdisciplinary field, and video is a tool that enhances various methodologies associated with different, and some would argue incommensurate, philosophical orientations. These include ethnography, ethnomethodology, experimentation, discourse analysis, interaction analysis, and others. But regardless of a researcher’s methodological orientation or specific re- search goals, video offers a means of close documentation and observation and presents unprecedented analytical, collaborative, and archival possibilities, aswell as new problems. Researchers with different methodological orientations and goals confront many common challenges among those that we address.
Notes
