In this chapter, we examine trends involving video usage in science teacher education and science education research. We trace developments in video technologies and explore examples of the ways in which video/multimedia have been utilized in the education of science teachers. We conclude the review by summarizing our findings, and offer implications for research on the utilization of video and multimedia technologies in the preparation and professional development of science teachers. Specifically we raise questions and considerations for future research as it relates to science teacher education and research in science education.
- Teacher education
- Learning sciences
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In our discussion of video, we use the term video in reference to recorded images and sound. When we make a distinction between videotape and digital video, it is to denote the method used to store and access recorded images and sound.
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Martin, S.N., Siry, C. (2012). Using Video in Science Teacher Education: An Analysis of the Utilization of Video-Based Media by Teacher Educators and Researchers. In: Fraser, B., Tobin, K., McRobbie, C. (eds) Second International Handbook of Science Education. Springer International Handbooks of Education, vol 24. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-9041-7_29
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-9040-0
Online ISBN: 978-1-4020-9041-7