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Engaging Preservice Teachers
In Guided Inquiry through Digital Video Production
Dr. Lucy Santos Green and Dr. Karen Chassereau
Background
o Benefits of student-created video projects: social learning opportunities, authentic and real-world endeavors and generators of high student-engagement (Goulah, 2007; Green, 2013; Hafner & Miller, 2011).
o DV projects incorporate multi-sensory input features which enable students to interact with content in auditory, visual and tactile forms, a promising feature for the support of student learning of STEM concepts (Carr, 2012; Hill 2011).
o Considerable precedence for the use of handheld computers and devices in K-12 classrooms to support scientific inquiry (Roschelle et al, 2005): collaborative projects, participatory simulations, observation and concept mapping (Chen et al, 2003; Stroup, 2002; Yarnall et al, 2003).
Pedagogical Structure: Guided Inquiry
o A way of thinking, learning, and teaching that changes the culture of the school into a collaborative inquiry community
o Eight steps based on Kuhlthau’s information search process (ISP)
o Comprised of smaller inquiry sessions within a larger framework
Kuhlthau, Maniotes, & Caspari (2012)
Guided Inquiry Unit: Instructional Team
o Core Teamo Subject Area Teachero School Librariano Learning Specialist (LD, GT, literacy, technology)
o Extended Team (Core + Content Expert)
Karen ChassereauSubject Area
TeacherScience Education
Lucy GreenSchool Librarian
Learning Specialist
Evan SouliereContent Expert
Design Engineer
Research Designo Design Based Research Method: Paradigm for
study of learning in context through systematic design and study of instructional strategies and tools (Brown, 1992)
o Characteristics identified by Design Based Research Collective:
o Development and research take place through continuous cycles of design, enactment, analysis, and redesign (Cobb, 2001)
o Accounts for how designs function in authentic settings.
o Development of accounts relies on methods that can document and connect processes of enactment to outcomes of interest (DBRC, 2002)
Study Context
Descriptiono 2 sections of physical
science offered for EC & MG Ed majors.
o Integrated science course designed to build content knowledge in the areas of physics and chemistry.
o Degree eventually leads to Georgia Cert in grades K-4 and 4-8.
Population
Spr 14 Sum 14
Fall 14
n 52 53 59
M 7 2 2
F 45 51 57
Study Timeline
Spring 2014 Summer 2014 Fall 2014 Spring 2015
Jan: EV Content GuideFeb: Element Video, Began Guided InquiryMar: Continue Guided Inquiry/ Expert VisitApr: Conclude Guided Inquiry
Data Collected:o Lesson planso Student feedbacko Student worko Instructor
journalingo Research notes
May-June (4 weeks):Element VideoGuided Inquiry Project
Data Collected:o Lesson planso Student feedbacko Student worko Instructor
journalingo Research notes
Aug: EV Content GuideSept: Element Storyboard, Began Guided InquiryOct: Continue Guided Inquiry/ Expert VisitNov: Conclude Guided Inquiry
Data Collected:o Lesson planso Student feedbacko Student worko Instructor
journalingo Research notes
Write up and publish findings.
Guided Inquiry Unit: Design and Timeline
o Open and Immerse- One 90 minute class; 10-15 minutes for the Open, remaining time for Immerse
o Explore- One week outside of class, one 90 minute class period
o Identify- One 90 minute class period
o Gather- Students did this on their own over four day period and brought ideas to the next class to share.
o Create- Storyboards completed by groups over a four day period.
o Share- Students will produce a video to share with the class.
o Evaluate- Students allowed one week to review and evaluate on own time.
Kuhlthau, Maniotes, & Caspari (2012)
Unit Components/ B & A
Beforeo Content for Element Videoo Storyboard for EVo Shot & Edited EV Video w/
iPads (option to film outside of class)
o Students voted on winnerso 2 weeks until Inquiry
Phaseo No limit on question
choiceo Video length 5-7 minuteso No limit on imported video
Aftero Eliminated EV video/
replaced with skito Storyboard for EV strictly
graded – more feedbacko Minimal break between
projectso Limited question focus on
physics vs. physiologyo Had to include (define &
explain) 5 key concepts related to force & motion (given list to choose from)
o Video length 3-5 minuteso Limit on imported video
Guided Inquiry: Materials and Products
Materialso Storyboard Templateo Online resources
(tutorials, links)o iPads and Cameraso Moviemaker &
Dropboxo Jog-the-Web
(simulations, videos, etc.)
o Various materials for experimentation
Productso Inquiry journalso Storyboardso Video that reflects an
understanding of physics concepts related to the design of roller coasters or other devices
Connecting Enactment to Outcome
o Framework to guide through content – need structure
o Tech expectations aligned to content needs
o Keep devices similar for efficiencyo Needs a “flipped classroom
approach”oBecome proficient on content they focus
onoMay miss other concepts
o Don’t go at it alone – Co-teaching is key
Contact Information
Dr. Lucy Santos GreenGeorgia Southern UniversityDepartment of Leadership, Technology, and Human DevelopmentEmail: [email protected]: @lucysantosgreen
Dr. Karen D. ChassereauGeorgia Southern UniversityDepartment of Teaching and LearningEmail: [email protected]: @kdchassereau
