Abstract
The aim of this chapter is to discuss video studies and new ways of coding, and how coding categories and levels of analyses perform as analytical tools when analysing teaching and learning in science classrooms. Through in-depth analyses of video data from lower secondary science classrooms, we show how different categories and levels of analyses support diversified interpretations and conclusions. By moving between different categories with different levels of functioning, we show how conclusions arrived on the basis of one level of coding might be scrutinized, and challenged, if you use another level of coding as the basis for making interpretations of the data. Within studies of teaching and learning, we argue that scholars often tend to give preference to some authoritative levels or analytic categories in favour of others (often macro level analysis), without any explicit criteria and rationale for these preferences (Nespor, 2004; 2000). In the following analyses, we will elaborate on conceptual categories and functioning levels as lenses through which we explore and analyze teaching and learning opportunities in science classrooms.
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Ødegaard, M., Klette, K. (2012). Teaching Activities and Language use in Science Classrooms. In: Jorde, D., Dillon, J. (eds) Science Education Research and Practice in Europe. Cultural Perpectives in Science Education, vol 5. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-900-8_8
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DOI: https://doi.org/10.1007/978-94-6091-900-8_8
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