Video analysis as a method of lesson research

ProwiN aims to expand previous studies which draw connections between content knowledge, pedagogical content knowledge and pedagogical knowledge (e.g. Krauss et al., 2004, Riese & Reinhold, 2009) by examining the dimension of lesson management. To be able to draw relations between professional knowledge, lesson management and students' personal variables - especially, their learning results - the in-class actions of both teachers and students need to be further explored. In the last 15 years, video-supported analyses of lessons have been developed, which, supported by theory-based category systems, will make this investigation possible.

The TIMS video studies pioneered and strongly influenced the use of video analyses in models for instruction quality (compare Hiebert et al., 2003).

A method already often used

Video analyses conducted by the DFG research group and the graduate school at the University of Duisburg-Essen, „Naturwissenschaftlicher Unterricht" were able to show that successful chemistry, biology and physics lessons all demonstrate good interconnectedness between teachers and students and are oriented around as much active student discussion time - lead by teachers' questioning - as possible (compare Glemnitz & Sumfleth, 2006). For the subject of biology, video analyses were additionally able to show that a chronological (or step-by-step), comprehensive approach to class content is associated with greater learning gains, particularly with weaker performing classes (Jatzwauk, 2007; Jatzwauk, Rumann & Sandmann, submitted).  Finally, video analyses also indicate that highly integrated, connected, contextualized lessons can positively influence learning motivation (Wadouh, Sandmann, Neuhaus, submitted).

 

Improving the observation of lessons

In summary, within the context of the aforementioned studies conducted by the University of Duisburg-Essen's DFG Research Group and graduate program, „Naturwissenschaftlicher Unterricht", video analysis can be viewed as an extension of- and a decisive improvement in lesson observation (Hanke, Mandel, & Prell, 1973). The results generated by comprehensive video analyses in the last few years have made it possible for researchers, using high-inferent analysis methods, to better capture and describe deeper, structural elements of lessons within the three natural science subjects. From this, relations between teachers' professional knowledge, reconstructable surface- and deep, structural lesson components and students' personal variables can be identified, and effect relations in natural science lessons can be measured.

By examining surface- and deeper, structural lesson characteristics, as described by Fischer et al. (2002) and Reyer (2004), it is possible to establish a relation between current teaching goals and the learning processes of their students. In addition, video analyses in physics lessons have shown that some of the basis models, based on Oser & Baeriswyl (2001a), are especially relevant as foundations of lesson management.