Machine A Sous Classique Gratuite Slot Machine Queen Of Hearts

How can student video production
affect teaching and learning in my
Chemistry class?
Submitted in part fulfilment for the Award of
MSc in Education and Training Management
(eLearning)
School of Education
Dublin City University
Mary O’Toole
Supervisor: Ms. Yvonne Crotty MSc
30th June 2012
Table of Contents
Validation Meeting
Video
1 Introduction
1
1.1
My Work Context
1
1.2
Chemistry in the Leaving Certificate Curriculum
2
1.3
The Chemistry Classroom
2
1.4
Experiments and record keeping
3
1.5
What is my concern?
4
1.5.1
Research Question
6
1.6
Why am I concerned?
7
1.7
My Initial Response
8
2 Methodology
9
2.1
Logical Positivism
9
2.2
The Interpretive Model of Enquiry
9
2.3
Critical Theory
10
2.4
Action Research
10
2.4.1
Living Educational Theory
11
2.5
My Ontological and Epistemological Perspectives
12
2.6
Rationale for selecting this methodological approach
13
2.7
The participants
14
2.8
Data Collection
14
2.9
The generation of evidence
15
2.10
Validity
15
2.11
Rigour
16
2.12
Ethical Considerations
17
2.13
Going forward
18
3 Implementation
19
3.1
Planning
19
3.2
Video in education
20
3.3
Video in Science education
21
3.4
Students as video producers
22
3.5
Video Production and Literacy
24
3.6
Planning for Action
24
3.7
Implementation Phase One
25
3.8
Implementation Phase Two
26
3.9
Implementation Phase Three
27
3.10
Observations and Reflections
27
3.11
Evaluation
28
3.12
Validity and Rigour
31
4 Overall Reflections
33
4.1
My learning and my living educational theory
33
4.2
Further Action Research Cycles
34
References
Glossary
36
Acknowledgements
I wish to thank my sister, Elizabeth, for your care and support over the last two years as
I undertook this Masters programme. Thank you so much for your patience, sense of
humour and practical assistance at all times. I would like to thank Sr. Martina for
always believing in me and in my ability to achieve my goals. I very much appreciate
your friendship, encouragement and help in so many practical ways. Thank you to
Jacinta Canty – your friendship, support and practical help during my research are
greatly appreciated. Thank you for your help in moving and setting up the cameras
around the school, for carrying out interviews with the students, for reviewing my
videos and always being available with good advice and encouragement.
Thank you to Frances Leahy for encouraging me to undertake further study and for your
continued support. A sincere thank you to Claire Flatley for willingly agreeing to
participate in the research and allowing your interview to be included in the completed
video. I wish to thank Sr. Elizabeth, for your constant interest in my work and the many
contributions you have made to my scientific knowledge. I wish to express my thanks to
David Wall for your practical advice and for sourcing and lending me a better tripod to
complete filming. Many thanks to Alice O’Brien for challenging and encouraging me as
I completed this research.
I would like to express my gratitude to Sr. Mary, the chairperson of the Board of
Management, and to Majella Deasy, my principal, for permission to undertake this
research in St. Paul’s and for your constant support and encouragement along the way.
I wish to thank my seven wonderful Chemistry students without whom this research
could not have been completed. Thank you to Tamirah, Sinead, Shannon, Niamh O.,
Niamh G. Jennifer and Aisling for your willing and cheerful participation. It was a
privilege to teach you and I can definitely say that Laboratory 26 will never be the
same. You certainly broadened my knowledge of Chemistry with burnt hydrogen, Mr.
Avocado’s constant and cups in the washing machine! Thank you for all the fun along
with the hard work and I sincerely wish you all the very best as you move onto the next
phase of your studies in September.
Sincere thanks to Dr. Margaret Farren for all your help and support over the last two
years in DCU. Very special thanks to my supervisor, Yvonne Crotty, for your endless
patience, encouragement and inspiration. Thank you for challenging me to enter the
realms of participatory multimedia, which has completely reinvigorated my mode of
teaching.
Finally, I wish to dedicate this thesis to my sister Elizabeth and to my late parents,
Padraic and Elizabeth who encouraged me from an early age to live a life imbued with
values and to develop a thirst for knowledge and learning. This research originates from
your example.
Technical
Appendices
Appendix A
Action Research Cycle.
Appendix B
Extract from a student laboratory notebook.
Appendix C
Extract from the students’ storyboard.
Appendix D
Extract from the video storyboard.
Appendix E
Student Interview Questions.
Appendix F
Teacher Interview Questions.
Appendix G
Sample Permission Form for the School Principal and Board of
Management.
Appendix H
Sample Permission Form for the Parents.
Appendix I
Sample Project Information Sheet for Parents and Students.
Media
Video
Validation Presentation May 19th 2012.
Video
Experimenting with video: The role of video in my Leaving Certificate
Chemistry Class.
Video 1.1
Discovery Learning and Science.
Video 1.2
The Periodic Table of the Elements – Vodcast.
Video 3.1
Kinetic Theory of Gases – Animation.
Video 3.2
Student Collaboration.
Video 3.3
Students Storyboard and Prepare for Filming.
Video 3.4
Students Learn about the Cameras.
Video 3.5
Student Involvement.
Video 3.6
Enjoyable Experience.
Video 3.7
Reaction to Filming.
Video 3.8
Learning Styles.
Tables
Table 1.1
Numbers Studying Leaving Certificate Chemistry.
Abbreviations
DCU
Dublin City University.
ICT
Information and Communication Technology.
NCCA
National Council for Curriculum and Assessment.
SNA
Special Needs Assistant.
UNESCO
United Nations Educational, Scientific and Cultural Organisation.
Abstract
The process of reflecting on my teaching of Leaving Certificate Chemistry resulted in a
growing awareness that my practice did not always fully embody my core educational
values of care, honesty and inclusion. This prompted the initiation of this study, using
the Living Educational Theory approach to Action Research, in an attempt to resolve
the conflict between my values and my practice and to generate my own living
educational theory. The research shows the potential of participatory multimedia to
enhance the teaching and learning experiences in my Chemistry class.
Video is a powerful medium that enables the capture of the precise details of procedures
and techniques. The storyboard prepared by the students for an experiment resulted in
them knowing the procedure in detail before commencing the practical work. Students
then recorded the experiment on video. This task encouraged high levels of
collaboration and social interaction between students, which contributed to the
enhancement of their learning experience. Students engaged with the creation of the
storyboard and video and exhibited critical thinking, communication, collaboration and
problem solving skills. Roles, which students had adopted previously in class, were
changed as new leaders emerged to guide the production of the video. I witnessed that
my Leaving Certificate Chemistry class had a more meaningful and enjoyable learning
experience through their involvement in the production of videos of experiments.
The video constitutes a resource for revision and for absent students to study the
experiment. My teaching methodology has become more inclusive, catering for
different learning styles. Student production of videos has resulted in my adoption of a
less didactic and more collaborative approach to teaching, which allows for improved
student engagement and interaction with the learning.
Keywords:
Living Educational Theory; Collaboration; Video; Values; Chemistry
experiments.
Validation Meeting
Video
1 Introduction
This research emanates from my attempts as a Chemistry teacher to address issues
concerning the approach to practical work in my Leaving Certificate class. These
concerns have led me to undertake an Action Research project seeking to address the
question How can student video production affect teaching and learning in my
Chemistry class? I initiated the project seeking to develop my own living educational
theory, with the aim of enhancing both the teaching and the learning in my Chemistry
classroom, through the engagement of my students in the video recording of
experiments.
After explaining the background from which the project originated, I describe my
reasons for choosing the Living Educational Theory Approach to Action Research and
detail the steps taken to change my practice. Data was generated over the course of this
project and the checks carried out to show that this data is both valid and rigorous are
described. As a result of my research, I propose that video has a valuable role to play in
my Chemistry classes to enhance learning, to make learning more enjoyable, to provide
a resource for students who missed experiments and for revision.
1.1 My Work Context
I work in St. Paul’s Secondary School as a teacher of Chemistry, Information and
Communication Technology (ICT) and Mathematics. St. Paul’s is a voluntary
secondary school for girls, located near the foothills of the Dublin Mountains. Since
2010, the school is under the trusteeship of the Le Chéile Trust. There are currently six
hundred and eighty students enrolled in the school and the staff includes forty-six
teachers and six special needs assistants (SNAs). The student body includes a small
minority with special educational needs. This includes students with physical
disabilities and students with learning difficulties. The ethos of our school reflects that
of the Sisters of Charity of St. Paul the Apostle who founded the school. This culture
promotes the care and inclusion of all children. This caring philosophy permeates the
daily routine and our work as teachers in the school.
1
1.2 Chemistry in the Leaving Certificate Curriculum
The Irish Leaving Certificate Chemistry syllabus consists of both theoretical and
practical work. The two-year course culminates in a three hour written examination,
which tests the students’ knowledge of the theory and the experiments. Two thirds of
the course is pure Chemistry. Pure Chemistry consists of the principles and theory of
Chemistry. The remainder of the course consists of applied and social Chemistry,
linking the subject to the students’ daily lives.
The Chemistry curriculum is highly structured, covering a wide range of material from
various different branches of Chemistry. These include Organic, Inorganic, Physical and
Environmental Chemistry. The syllabus recommends a specific number of class periods
for each section of the course. To prepare students effectively for the final summative
assessment, the Chemistry classroom has to be assessment-focused dedicating time to
feedback, revision and examination preparation (National Research Council 2000).
1.3 The Chemistry Classroom
Time spent in the classroom or laboratory does not guarantee that learning is taking
place. It is important that student learning is the main focus of classroom activity. I can
present information to students but understanding and meaning must grow and develop
in the students’ minds for learning to occur. The information that I supply must be
integrated with existing knowledge to build new understanding (Eilks and Byers 2010).
Instead of the more traditional teacher-centred approach to education, an active student
centred approach encourages more student engagement with course material in
Chemistry.
Leaving Certificate Chemistry experiments transform the laboratory into a site of active
learning. The syllabus highlights health and safety as a major concern since this is a
subject that involves working with toxic, flammable or explosive chemicals (National
Council for Curriculum and Assessment 1999). Students require sufficient background
knowledge and should be competent in the specific procedure before attempting any
experiment. The experience level of Leaving Certificate students is not sufficient to
allow discovery learning where students would develop their own strategies for the
experiment.
2
Video 1.1: Discovery Learning and Science
Inquiry-based learning involves posing a problem or challenge to which students
respond and in the process the required knowledge is learnt (Prince and Felder 2007). A
scaffolding approach (Criswell 2012) can enable inquiry-based learning in a Leaving
Certificate Chemistry classroom. This strategy involves equipping the students with
necessary laboratory knowledge and competencies, supplying background information
and detailed sets of instructions but not giving the outcomes of the experiments (Bruck
and Towns 2009). Students, therefore, work through the experiment safely and draw
their own conclusions from the data or results produced.
In order to create an effective learning environment and meet the needs of my students I
constantly need to remember that the class should be learner-centred, knowledgecentred and assessment-centred.
1.4 Experiments and record keeping
Twenty-eight mandatory experiments and seventeen specified teacher demonstrations
form the core of the Leaving Certificate Chemistry syllabus. When students carry out an
experiment, their understanding of the course theory improves. The practical tasks allow
them to develop scientific competencies in laboratory and analytical techniques.
According to the NCCA (National Council for Curriculum and Assessment), the
performance of experiments equips students with the skills necessary to competently
use scientific apparatus. Experiments also help students to become proficient in making
3
accurate observations and measurements (NCCA 2002). The completion of experiments
is central to science curricula (Logar and Savec 2011).
Students are required to record their practical work and these records are retained for
the duration of the course. The format of these records is not specified in the syllabus.
Traditionally, students have used a laboratory notebook to keep a written account of
each experiment as they completed it. Photographs, pictures, audio and video provide us
with alternative contemporary writing genres (Richardson 2010). Digital recording
methods enable the keeping of more detailed and visual records of experiments.
Students can encapsulate the activity of experiments visually, using digital video tools
(Hilton 2011).
1.5 What is my concern?
In Ireland, Leaving Certificate Chemistry is a pre-requisite for third-level courses such
as Veterinary Science, Pharmacy, Nutrition and Dietetics along with some Medicine
and Dentistry courses (www.qualifax.ie). In line with trends nationally and across
Europe, the number of students in our school opting to study Leaving Certificate
Chemistry has decreased from the levels in the 1980’s (Regan and Childs 2003;
Gavaghan 2000).
Number of Leaving Certificate Students
Number of Leaving Certificate Chemistry Students
Percentage of Leaving Certificate Students who
studied Chemistry
Table 1.
1987
2011
Approximately
49,000
57, 532
10, 287
7, 677
21%
13.34%
Numbers studying Leaving Certificate Chemistry
Source: www.examinations.ie; Regan and Childs 2003.
The breadth and depth of subject material covered in the Leaving Certificate Chemistry
syllabus can appear daunting. Some students find the subject material text-heavy with a
4
considerable amount of study required. Accuracy, precision and logical thinking are
vital for a student to understand Chemistry principles and to achieve a high grade in the
Leaving Certificate Chemistry examination. An Irish Government subcommittee has
admitted that Chemistry, Mathematics and Physics are perceived as subjects in which
high grades are not easily achieved and that these subjects need a new approach
(Interdepartmental Committee on Science, Technology and Innovation 2006). Students’
subject choices are heavily influenced by the need to maximise the points they achieve
in the Leaving Certificate to gain entry to their chosen third level course. An increased
integration of technology into teaching and learning in my classroom might reduce
students’ perception of Chemistry as a text-laden subject and potentially encourage
more students in my school to study Chemistry.
Textbooks and notes are the main learning aids available for Leaving Certificate
Chemistry students. Textbooks cater for students with a literary learning style but
similar to any class group, my students have a variety of learning styles. When data
projectors and computers were installed in our classrooms last year, some of my
Chemistry students noted that they find digital and audio-visual resources more
engaging than textbooks. The students are ‘digital natives’ (Prensky 2001, p.1) using
technology widely outside of school. Printed books play only a small role in many of
their lives. Instead they engage with technology to communicate, to find information
and to complete many other tasks. ‘Young people expect to be constantly connected by
technology’ (King and Gura 2007, p.36). Prensky (2010, p.149) suggests that students
today are ‘eager to create’. On reflection, I found it disconcerting that students in my
class had access only to printed study resources when this was not their favoured
medium of presentation and also that they had little input into the creation of those
resources.
Due to the time constraints of the Chemistry syllabus, each mandatory experiment is
scheduled only once. Students who are frequently absent or absent for a prolonged
period may miss out on the completion of some experiments. Yet, students need to fully
grasp all the minute details of these experiments for the Leaving Certificate written
examination. Experiments demand student participation and are not intended for passive
learning. Van Horn (2001b) speaks of the difficulty of capturing a practical procedure in
text. Despite this, absent students only have recourse to text-based descriptions to catch
up on missed experiments.
5
The lack of sufficient realistic, visual resources for students to utilise in an attempt to
compensate for missing an experiment or to revise an experiment sparked my concern
initially. This concern deepened as I pondered the need to encourage more of our
students to study Leaving Certificate Chemistry. The availability of study resources,
created using a variety of media and classified as engaging by students, might have the
potential to encourage students to view the choice of Chemistry for Leaving Certificate
more favourably. I realised that I needed to encourage and facilitate the development of
experiment resources if I was to address my concerns. I decided that video might be a
more apt medium than a textbook for the presentation of experiments. Koumi (2006)
and Van Horn (2001b) conclude that video is a suitable medium for the study of
techniques and procedures. Video, therefore, has the potential to give students a clear
insight into an experiment and improve their understanding whether or not they
participated in the actual experiment. Wetzel, Radtke and Stern (1994) confirm this
possibility when they refer to the effectiveness of video in the demonstration of new
skills to students. Video would also appeal to the learning styles of most or all of my
students.
1.5.1 Research Question
As I attempted to address my concerns, I initially created vodcasts covering some of the
theory on the syllabus. Podcasts are audio files on the internet which are subscribed to
via a dedicated feed. A vodcast is a podcast that has been enhanced with video or a
visual presentation.
Video 1.2: The Periodic Table of the Elements
6
However, the issue of experiment resources was still outstanding. There was also a need
for students’ voices to be heard and their creativity to be unleashed and garnered in the
production of resources. ‘An essential part of the educational process is the activation of
one’s practical and creative capacities’ (Stein 1996, p.137). My initial idea to film
experiments altered after discussions with my research supervisor, Yvonne Crotty when
she suggested an approach that might be more engaging for students. This change
involved enabling my students to create storyboards and video record some of the
Chemistry experiments in the hope of addressing my concerns about practical work in
my Leaving Certificate class. This has led me to seek to address the question ‘How can
student video production affect teaching and learning in my Chemistry class?’
1.6 Why am I concerned?
My concerns emanate from my educational values of care, inclusivity and honesty. I
care that each one of my students is given the very best chance to achieve her full
potential. I want the students to enjoy the process of reaching this goal and to have the
best possible learning resources available to them, resources that are inclusive of their
different learning styles. My students find the use of technology enjoyable and readily
engage with different media and technologies. I want to harness this enthusiasm for
technology and use it to enhance the students’ engagement with the Chemistry syllabus,
especially the experiments, in the hope that it will assist them in the process of learning.
The summative written examination suits some of the students more than others. Some
students work extremely well in the laboratory carrying out experiments but the final
examination result may not reflect this scientific excellence. My value of inclusivity
directs me to produce resources that will help these students to catch up if they miss an
experiment and enable them to achieve high marks on the experiment questions in the
examination.
My students are diligent and conscientious. Honesty is one of my core values, both in
education and outside. It propels me to do everything in my power to help each of the
students in my class to develop some level of passion for Chemistry and to achieve the
highest grade that she can attain in the Leaving Certificate Chemistry examination. This
7
result will then improve her chance of pursuing the third level course or career of her
choice after school.
These values prompted my concerns about teaching and learning in my Chemistry class.
I was experiencing tension between my values and my professional practice. A change
in my approach to the teaching and carrying out of experiments was needed if I was to
adhere to my values and live them out in my practice.
1.7 My Initial Response
In response to my concerns, I commenced this project hoping that the incorporation of
video technology into my Chemistry class would lead to the creation of a more
enjoyable, engaging, effective and inclusive learning experience for the students, even
for those who are absent. This change to my practice might perhaps make my chemistry
class more appealing to students with different learning styles and in future years,
encourage more students to select Chemistry as a Leaving Certificate subject. In
addition, hopefully my values will be more fully embodied in my practice.
8
2 Methodology
‘How can student video production affect teaching and learning in my Chemistry
class?’ My research question was now the guide for my enquiry. I aspired to
understanding how I could improve my professional practice and to working alongside
my students to enhance teaching and learning in my Chemistry class. My values were
providing the impetus for the research and I wanted to acquire knowledge specific to
my context. I examined the three research paradigms - positivism, interpretive and
critical theory, before deciding to adopt Action Research as the philosophical
framework for my study.
2.1 Logical Positivism
Logical Positivism has been the predominant research paradigm in education for several
centuries. Rooted in empiricism, it centres on a belief that an objective reality exists.
Empiricism is a theory claiming that all knowledge is derived from sensory experiences.
Practice is considered to be value-free. Knowledge is objective and quantifiable and is
gained through scientific or inductive testing. The researcher is not a participant in the
research since reality is independent of any individual. Research involves discovering
truths and is carried out using quantitative data collection methods. The results of
positivist research can be generalised. Positivism is widely used for research in the
physical sciences as it serves to explain and predict. However, positivist research is not
applicable to education in many cases since it cannot guide a teacher to know what will
work best with a specific student or class at a particular teaching moment (Hinchey
2008). A positivist approach would not suit my enquiry since I could not be both the
researcher and a participant or examine only my own practice.
2.2 The Interpretive Model of Enquiry
The Interpretive paradigm emerged as an alternative to positivism during the last
century. This model of enquiry encapsulates a belief in a subjectively based, socially
constructed reality, influenced by external factors such as history, beliefs and culture
(O’Brien 2001). It allows for the existence of multiple realities. Reality is constructed
9
and can differ depending on the perspective from which it is viewed (Burton, Brundrett
and Jones 2008). ‘Interpretivists define knowledge as the meaning people assign to what
they observe’ (Hinchey 2008, p.23). Researchers aim to develop understanding and
insights rather than objective truths. The researcher constructs knowledge in
collaboration with the research participants. Interpretive research includes approaches
such as ethnography and phenomenology and employs the use of qualitative methods to
gather data. This paradigm appreciates the complex nature of a classroom and allows a
teacher to become a participant in the research. The lack of focus on the embodiment of
values or improvement in practice led me to reject the interpretive approach as a
philosophical framework for this research.
2.3 Critical Theory
A third research model is the Critical Theory approach that emanated from the Frankfurt
School. This paradigm has some perspectives that are similar to interpretivism. Reality
is viewed as being subjective and socially constructed. Critical Theory aims to critique,
emancipate, empower and transform (Guba and Lincoln 1994). It seeks to promote
democratic freedom. Knowledge is subjective, contextualised and imbued with values.
It will be transformed over time as understanding grows. The researcher is one of the
participants in the research group. Action Research evolves from this approach, aiming
to empower and emancipate through the improvement of practice. It includes both
theory and praxis and involves the researcher in self-research in company with research
participants and critical peers. I chose Action Research as the methodology for my
study when it became apparent to me that it was more compatible with my research
question than positivism or interpretivism.
2.4 Action Research
According to Cohen and Manion (1994), Action Research involves implementing a
small change in the real world and putting the effects of this action or intervention under
scrutiny. It entails informed intervention in practice, which leads to the development of
knowledge (McNiff, Lomax and Whitehead 1996). An Action Research approach to
my enquiry enabled me to evaluate my practice and to attempt to improve it while at the
same time creating my own theory of practice (McNiff and Whitehead 2005a).
10
Action Research is cyclical in nature and is undertaken when a practitioner identifies a
need for change in his or her own practice (Bell 2010). It involves planning, acting,
observing and reflecting. Theory and action work together to address a concern about
practice while generating new learning and knowledge. The action gives rise to
evidence, which must be validated to justify any claim to knowledge. Action Research
involves reflection and is situated in a definite context. Action Researchers do not
commence their study with a definite result that they will attempt to prove. Instead, they
begin with an idea that develops (McNiff 2002) and leads to the creation of a plan for
action. After implementation, its effects are evaluated and perhaps more ideas for action
emerge, leading to another action research cycle. In Action Research, knowledge
informs practice and knowledge is derived from practice. Action research involves the
improvement of one’s own practice (Burton, Brundrett and Jones 2008). Cohen and
Manion (1994) suggest that it is an appropriate framework for altering or introducing
new teaching methods. This identifies it as a suitable philosophical framework for my
research question.
2.4.1 Living Educational Theory
Action Research emerged as a research methodology during the 1940’s and has its
origins in the work of the German social scientist Kurt Lewin. Many people have
contributed to the understanding and development of Action Research since that time.
Stephen Corey introduced Action Research into the educational sphere with the
publication of his book Action Research to improve school practices in 1953. He
suggested that teachers practice might be improved more by reflection on their own
practice rather than by reading about the work of other people (Corey 1953 cited in
Ferrance 2000, p.7). Several approaches to Action Research have emerged. One such
approach is the Living Educational Theory of Jack Whitehead.
A living theory is a person’s account of how they have affected their own learning, the
learning of others and the learning in their home and workplaces (Whitehead 2011).
Whitehead developed the Living Educational Theory from his view that theory can
come from real life practice (Whitehead and McNiff 2006). Practice is purposeful and
permeated with values, which are personal to each individual practitioner. We may hold
certain educational values but our practice may not mirror them. Responsibility for the
11
denial of our values in our professional practice may lie with ourselves or with others
but it causes us to be a ‘living contradiction’ (Whitehead and McNiff 2006, p.32). This
approach to Action Research involves practitioners in an attempt to improve their
practice and to resolve conflicts between their practice and their espoused values.
Reflection on our own practice assists us in identifying when our values are not fully
embodied in our practice. In doing Action Research, we strive to improve the situation
while at the same time we generate knowledge. This knowledge is our theory of practice
– our Living Educational Theory, which we can use to inform our future practice.
2.5 My Ontological and Epistemological Perspectives
As part of the eLearning strand of the MSc in Education and Training Management
programme, I was encouraged to consider my ontology or theory of being. Our
ontological perspectives encompass how we see ourselves as part of the world and its
people (Whitehead and McNiff 2006). I believe that each of us views the world from
our own unique perspective. This changes under the influence of external stimuli and
our own growth in understanding. Each person has an intrinsic value. We are all linked
through our shared environment and experiences. Our association and links with others
are central in the shaping of our life view. Working together we can create new levels of
understanding and learn from each other. My practice as a teacher cannot be separated
from my concept of the world and my attitude to my students (Stein 1996). My values
emanate from my ontological perspective and to make any sense my practice must
mirror my ontological values of honesty, care and inclusion.
My epistemological values include respect for what we learn simply by living and by
learning from the people and environment around us. We are continuously learning and
building on what we knew before, creating theory from our experiences. Every human
interaction can prove to be educational (Stein 1996). The tacit knowledge in our daily
practices has significance just as theoretical knowledge has. Dewey (2007 p.248)
contends that the ‘function of knowledge is to make one experience freely available in
other experiences’. Knowledge can be generated from our practice as well as applied to
it (Schön 1995).
In my role as a Mathematics teacher I encourage students to think about problems
before attempting to solve them. When a student has experienced difficulty with a
12
question we go through it together discussing what action the student took at each stage
until we reach a valid solution. Therefore in my maths teaching I have been advocating
reflection on action to improve mathematical skills. This Masters programme has
encouraged me to widen this view to now encompass the belief that practice can always
be improved by reflection followed by appropriate action.
2.6 Rationale for selecting this methodological approach
Values that we claim to hold must be expressed without words. They should shape our
practice and the way that we live our lives should reflect them (McNiff and Whitehead
2009). When we observe that something is unfinished or unfulfilled we begin to reflect
(Dewey 2007). I realised that, as a result of being absent, students were missing out on
some Chemistry experiments. Those present saw the experiment only once, which Drahl
(2010) considers insufficient for grasping practical techniques. In addition, the only
resources available for students to revise or catch up were textbooks whereas film is
more realistic, alive and engaging than printed words (Cuban 1986). My values of
honesty, care and inclusivity were being negated in my practice. I wanted to give my
students the most effective and enjoyable learning experience that I could, engendering
in them a lifelong interest in and love for Chemistry. It was my aim to provide a
learning environment that appealed to their different approaches to learning and to help
them to achieve their personal best in this subject. However, adequate provisions were
not being made for students who were absent or students who prefer more visual
learning aids. In my practice, I was experiencing myself as a ‘living contradiction’
(Whitehead and McNiff 2006, p.32). Action was needed to improve my practice in
order to resolve this tension and to align my practice with my ontological values.
McNiff (2002) comments that action research is about being satisfied that I am living in
a good way. This encapsulates my values of care and honesty - wanting to do my best
so that my students can achieve their potential. My concern involved my practice and
was situated in the ‘swampy lowlands’ (Schön 1995, p.28) of my Chemistry classroom.
I wanted to improve my practice and to reflect on both my learning and my action in the
process. The self-reflective nature of Action Research, coupled with its commitment to
action offered a suitable methodological framework for my enquiry. The possibility of
transforming my practice so that my values were manifested in it was appealing to me
13
and led to my choice of Whitehead’s Living Educational Theory approach to Action
Research for my study.
2.7 The participants
My Leaving Certificate Chemistry students and I were the participants in this research.
The class consists of seven girls who are aged seventeen to eighteen years. They
became my co-researchers in the project as they introduced new ideas, posed questions
and made invaluable suggestions. A colleague in the Science department in St. Paul’s
observed my work and agreed to be interviewed about practical work in secondary
school Science. A colleague in the Mathematics department participated by carrying out
some of the student interviews and by assisting with the movement and setting up of
cameras around the school. My supervisor, Yvonne Crotty, my DCU (Dublin City
University) validation group and my critical friend all contributed to my study.
2.8 Data Collection
Data was gathered for this enquiry using qualitative research methods. These methods
are suitable for enquiries in natural settings and aim to gather new insights into people’s
perceptions and to develop understanding (Denzin and Lincoln 2000). Qualitative data
is descriptive in nature and its format is linguistic or visual (Burton, Brundrett and Jones
2008). It is gathered by observing a particular situation or setting (Creswell 2009). The
experiment video and the interviews recorded with participating students and another
teacher form part of this data. Video recordings of the students as they storyboarded and
filmed the experiment also represent data. I recorded field notes in my school diary and
documented observations in the reflective learning journal, which I had been
encouraged to keep throughout the Masters programme. A learning journal is ‘a vehicle
for reflection’ (Moon 2006, p.1). It is intended that a journal should contribute to
learning when the writer reflects on experiences (ibid.). Other sources of data included
recordings of meetings with my supervisor, my validation group and critical friend in
addition to emails and recorded Skype sessions with my supervisor.
The data gathered was pertinent and meaningful to my research question (McNiff and
Whitehead 2005a). The students were asked in recorded interviews to discuss their
experience of Chemistry experiments both before the project and after they had begun
14
to video record them. My colleague from the Mathematics department interviewed the
students and recorded the interviews on video to ensure that the students felt
comfortable to share their honest views and perceptions. My field-notes and learning
journal provided my observations on and perceptions of the impact of video recording
experiments in the Chemistry class. The interview with the Science teacher provided
data about the role of practical work in Science subjects. The benefits in terms of
student collaboration and learning were discussed. Data concerning procedures and
resources available when students are absent is contained in both the teacher and student
interviews.
2.9 The generation of evidence
The Living Educational Theory approach to Action Research involves setting my values
as the standard of judgement for my research. The data was examined for evidence that
my values of honesty, care and inclusion were being manifested in my practice. Data
indicating that I exhibited a commitment to genuinely living my values in my practice
constitutes evidence. Multimedia presentations are an effective means of displaying
embodied evidence (McNiff and Whitehead 2009). Clips from the recorded video
footage, entries from my learning journal and feedback from the meeting with my
validation group help to show evidence of my values in my changed practice. They also
demonstrate some of the effects of student video production on my class. The creation
of a video is itself an indication of a change in teaching and learning in my Chemistry
class.
2.10 Validity
Validation involves showing the trustworthiness and credibility of my research. It is
crucial that I provide evidence to support any claims that I make about my learning or
about teaching and learning in my class. Validation involves both personal validation
and social validation. Habermas’ Theory of Social Validity provides a useful framework
for the validation process. Habermas contends that if claims to knowledge are valid and
legitimate they must be:

truthful

comprehensible

authentic and sincere
15

appropriate for the context
(Habermas 1987 cited in McNiff and Whitehead 2005b).
I must reflect on my work and examine my claims that teaching and learning has been
affected. My values of honesty, care and inclusion are the criteria against which my
work is compared to establish its validity. Evidence must exist to show that I am trying
to live out my values in my practice. I invite other people to question and verify my
claims so that my work is validated socially. Discussions and meetings with my
supervisor, my critical friend and my validation group all contribute to the process of
social validation.
2.11 Rigour
Winter’s Criteria of Rigour provides a set of principles that I use to assess the rigour of
my Action Research report. These criteria are:

Reflexive Critique

Dialectics

Collaboration

Risk

Plural Structure

Theory, practice and transformation
Reflexive critique involves showing that I have reflected on my work and have
examined my values with an awareness of assumptions or bias that I may hold when
making judgements. Dialectic critique involves the assessment of different
interpretations of the same event. The research report should include other voices
authentically and assess the tension between my espoused and lived educational values.
Collaboration with the other participants, my validation group, my critical friend and
colleagues in school are pivotal to the study. Their contributions and opinions
strengthen the dependability of any claims to knowledge that I make in this enquiry.
Undertaking a project to improve personal practice has inherent risks of failure or
criticism. I must be prepared to accept these risks. A plural structure is achieved by the
use of a variety of data collection methods such as a reflective journal and interviews. It
also indicates that the research includes views and criticisms from several sources such
as my supervisor, my critical friend and my validation group. The completed video
16
along with other evidence of changed teaching and learning patterns from recorded
interviews and my reflective journal are evidence of transformation. Theory is
informing practice and practice is generating theory (Heikkinen et al. 2012; Winter
1989 cited in O’Brien 2001).
2.12 Ethical Considerations
Action Research should be an ethical process (O’Brien 2001). It is important that ethical
guidelines and codes of professional practice are adhered to when undertaking research.
Consent is a central tenet of research ethics according to the Research Ethics Guidebook
(www.ethicsguidebook.ac.uk). Permission to carry out the research in my school was
secured in writing from the principal and the chairperson of the Board of Management.
Five of the seven participants are aged eighteen; with the remaining two being
seventeen years old. The participants and in the case of the two seventeen year olds, the
participants and their parents, have provided written statements of consent regarding
their participation in the research.
The research was explained to the participants who were provided with a short
document detailing the proposed enquiry. It was emphasised that the participation of a
student was entirely voluntary and that no penalty would be applied if students opted
not to take part or to later withdraw from the research. Students and their parents were
provided with the opportunity to seek further information and to ask questions. Students
and if necessary their parents were given time to consider all aspects of involvement
before signing informed consent forms. All seven students agreed to participate in the
research. The students and myself are the intended beneficiaries of the research. The
research should not be a source of harm to the students or conflict in any way with my
duty of care to them.
The participants unanimously agreed that their first names should be used in the filming
process. Participants were assured of confidentiality and made aware from the
beginning that participation would involve being filmed while working on Chemistry
experiments and being interviewed on video. All recorded material is stored securely
and footage that is not included in the final video will be destroyed after one year.
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2.13 Going forward
Action Research enables professionals to examine, to improve and to simultaneously
generate knowledge about their own professional practice. I have adopted the Living
Educational Theory approach to Action Research in an attempt to improve my practice,
to make it more consistent with my avowed values of honesty, care and inclusion. I
hoped that the enquiry would produce evidence and generate knowledge, which would
guide my future practice as a Chemistry teacher.
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3 Implementation
Reflecting on the teaching methodologies that I use in my Chemistry class indicated to
me that some changes were needed if my practice was to be an embodiment of my
values. I had acquired skills in making multimedia resources on the MSc course and I
could use these in the creation of student learning materials. Furthermore, I needed to
share those skills with my students where feasible and allow the girls to be involved in
the planning and creation of multimedia resources. A participatory multimedia learning
model involves allowing students to produce or enhance class learning materials (Kiili
2006). The introduction of this approach to learning would lead to greater student
inclusion. It would also permit students to show their creativity, and enable talents, not
previously seen in my Chemistry class, to emerge. This would help them to better
engage with the syllabus and allow them to have fun while learning. True care for my
students means that they learn and that they enjoy the learning experience. I could
honestly say that I was doing the best that I could for my students if they were enjoying
learning. My reflections led to the creation of a plan to intervene in my practice in the
hope of enhancing teaching and learning.
3.1 Planning
My research study was carried out between October 2011 and May 2012 and consisted
of one Action Research cycle. I adopted the framework described by McNiff, Lomax
and Whitehead (2003 cited in McNiff and Whitehead 2005a, p.29) to give structure to
my work. I had reviewed my practice and identified an area that needed improvement.
A study resource was needed for the mandatory Chemistry experiments to enable absent
students to view and learn the procedure and as a revision tool for the whole class. I
imagined possible ways forward. These included using video podcasts or short animated
films. I created some vodcasts and animations but realised that these were more suited
to the presentation of theory and not experiments.
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Video 3.1: The Kinetic Theory of Gases
This led me to examine the possible use of video as a means of improving my practice.
Farmer’s (1987, p.31) assessment of the use of television in education led to the
statement ‘if we can use this dazzle-dust to accomplish our goals in education, we’d be
foolish not to take full advantage of it’. A decade later, Harwood and McMahon (1997)
found that the appropriate integration of videos into Chemistry classes enabled students
to significantly improve their grades. I realised that video might be an appropriate
medium to portray Chemistry experiments accurately and to give a clear demonstration
of practical techniques. I discussed the idea of video recording in the laboratory with my
students, to include them in the decision making process and to adhere to my value of
inclusivity. They responded enthusiastically to my suggestion.
The path forward would now involve recording a video and observing the effects of this
action on teaching and learning in my class. A reflection and evaluation phase would
examine if this action helped me to live out my values more fully in my practice. This
might then lead me to amend this course of action and perhaps result in further action
research cycles.
3.2 Video in education
Video is a valuable educational tool, which like many forms of technology can assist
learning but cannot inherently cause learning to occur (Schwartz and Hartman 2007;
John and Sutherland 2005; Prain and Hand 2003; National Research Council 2000;
Tyner 1994). It is claimed that technology facilitates student engagement (Lin, Swan
20
and Kratcoski 2008; Kearsley and Shneiderman 1999) and video excels in this role
while also encouraging learning (Schwartz and Hartman 2007). Video can be used in
education to help instil in students, a passion for a particular subject (Koumi 2006).
However, educators must decide when the use of video is suitable (ibid.) and it is only
the appropriate use of relevant video in the classroom that increases the motivation to
learn and student engagement (Alessi and Trollip 2001).
Technologies such as video can be used in the classroom to engage and motivate
students as well as to encourage the growth of students’ creativity (Hobbs 2004).
Creativity has traditionally been linked in schools to subjects such as Art, Music or
Drama. The Chemistry syllabus refers only once to creativity, quoting it as a general
aim for education (NCCA 1999). While studying on the Masters programme in DCU, I
became aware that I gave little thought to the fostering of students’ creativity when I
was planning my classes. I have always expected assignments to be written or drawn by
hand on paper but I have discovered that I should encourage the use of various different
media for the presentation of work. This would result in a more genuine embodiment of
my value of inclusion in my practice. I now realise that video has the potential to be an
extremely useful teaching and learning tool in my Chemistry classes. (Campbell 2012;
Shuldman and Tajik 2010; Kearney and Schuck 2006; National Research Council
2000).
3.3 Video in Science education
Technology is part of our everyday lives and students expect that the classroom should
reflect this (Bisoux 2003). The use of text to explain a technique, a complicated
apparatus setup or a chemical reaction is not always sufficient (Drahl 2010; Van Horn
2001b). Instead, video provides students with an opportunity to experience processes
and the correct use of equipment by observing experiments being conducted (Koumi
2006). Carrying out an experiment may involve making mistakes or having to repeat it
several times which all form part of the learning experience. Video has the potential to
enable the student to observe the correctly run experiment but some learning from the
real-life experience is lost. Video can however, ‘capture the active, experimental and
visual nature of science’ (Hilton 2011, p.311) and videos of laboratory sessions are
valuable tools for absent students to maintain progress in class work (Drahl 2010).
21
My Leaving Certificate students are part of the ‘net generation’ (Tapscott 1998, p.3) and
have grown up surrounded by multimodal representations of data. They expect more
from educators than traditional teaching methods. Technology must be extensively
integrated into my Chemistry classes for my value of care to be fully apparent in my
work. Learning with technology supports achievement, motivation, engagement,
cognitive development and problem solving (Lin, Swan and Kratcoski 2008). The
incorporation of ICT into lessons means that in addition to the traditional subject
content knowledge and pedagogy knowledge, teachers must also possess technology
knowledge (Mishra & Koehler, 2006). Educators who now are integrating IT into the
classroom should also be thinking about audio-visual technology such as video (Bisoux
2003). With the acquisition of more ICT equipment in my school in 2011, I had the
opportunity to increase my use of technology in the classroom. The value of including
relevant video clips in my teaching became evident to me.
3.4 Students as video producers
During a discussion with my research supervisor Yvonne Crotty (Skype December 7th
2011), my initial concept of videoing the students carrying out experiments broadened.
Yvonne suggested that I consider allowing the students to produce the videos because it
would be more engaging. Initially, I struggled with this idea as my students were busy
preparing for their Leaving Certificate examinations in June 2012 and were contending
with a considerable workload. I was worried that I would be creating an additional
burden for them to bear and that perhaps they would be unwilling to participate in the
project. However, I realised that a refusal to consider this option would result in my
being a ‘living contradiction’ (Whitehead and McNiff 2006, p.32) espousing values,
which are not evident in my practice. I could not claim to be upholding my values of
care, honesty and inclusion if I chose to ignore this option. I wanted to improve my
practice to give my students the best teaching and learning experience that I possibly
could. This would not happen if I decided to rule out a possible option without seeking
more knowledge about it. When I enquired further about student video-production, I
became convinced that this was the only way to proceed despite the challenging nature
of filming in the classroom (Van Horn 2001a).
Knowledge is constructed and meaningful learning occurs when students learn with
technology rather than from technology (Howland, Jonassen and Marra 2012).
22
Providing students with the opportunity to create videos increases their engagement
with lesson content and makes learning more enjoyable (Campbell 2012; Levin 2010;
Kearney and Schuck 2006; Kimber and Wyatt-Smith 2006; Connelly and Connelly
2004; Meeks and Ilyasova 2003). Student video production is a constructivist, learnercentred approach to education where students actively build their knowledge, adding to
their previous learning. The social interaction of students working in groups on video
projects also contributes to their learning.
Video 3.2: Student Collaboration
As a result, student video creation may be classified as a social constructivist process
(Masats, Dooly and Costa 2009; Kimber and Wyatt-Smith 2006) with the potential to
facilitate rich learning experiences for students (Hernandez-Ramos 2007). It can
encourage the development of higher-order and critical thinking skills (Shuldman and
Tajik 2010; Brown 2007).
Hilton (2011) found that when a mixed ability class created a video of their Science
experiments, their delayed post-test results were considerably higher than the results of
a similar class who created posters of the experiments and who had previously always
achieved slightly higher test results. Kiili (2006) contends that student involvement in
the creation of learning materials has the potential to improve learning. This
improvement may result from increased student motivation and engagement. Students
who are creating videos tend to rehearse first and to revise the finished video many
times, which serves to reinforce the learning of the topic (Hilton 2011; Strassman and
O’Connell 2007). Educators who have given video assignments to students have noticed
that students revise their videos to perfect them and come to appreciate the value of time
23
spent in revision (Shuldman and Tajik 2010; Strassman and O’Connell 2007). The
participation of students in the creation of videos promotes meaningful learning
(Howland, Jonassen and Marra 2012).
3.5 Video Production and Literacy
Literacy was defined traditionally as the ability to read and write. It implied carved,
written or printed words on paper, wood, stone or other natural materials. Outside of
school, young people are more familiar with new media and technologies than with
printed notes and books. The developments in means of communication since the 1980s
have led to calls for a broader definition of literacy, to include multiple literacies or
multimodal forms of literacy. The United Nations Educational, Scientific and Cultural
Organisation have proposed that literacy is ‘the ability to identify, understand, interpret,
create, communicate and compute, using printed and written materials associated with
varying contexts’ (UNESCO 2004, p.13). The new communication media affect and
shape how we use language. Multiliteracies focus on a variety of modes of
representation that include more than language alone (New London Group 1996).
Perhaps, our definition of literacy needs broadening to encapsulate video recording
(Masats, Dooly and Costa 2009; Siegle 2009). Van Horn (2001b) indicates that
education makes less use of video than many other sectors of society. To live out my
value of inclusivity, my teaching approach must reflect the literacy skills and learning
styles of the twenty first century. The youth of today live in a visual world and
assignments involving video creation allow for the development and use of more than
text literacy skills (Kearney and Schuck 2006; Meeks and Ilyasova 2003). These
assignments enable students to become active learners involved in the construction of
their own knowledge (Hoffman Laroche, Wulfsberg and Young 2003) and make the
classroom more relevant to students’ wider life experiences (Hobbs 2004; Ivers and
Barron 1998).
3.6 Planning for Action
The video production process would result in the creation of a digital artefact and also
have the potential to affect the learning experience in my classroom. The recording of a
video about Chemistry experiments involves three phases (Siegle 2009). Pre-production
includes writing a storyboard and a script. The production phase consists of the
24
recording of the film. Post-production involves editing to produce the finished product.
Some of the Leaving Certificate Chemistry students had previously made casual
unscripted videos using personal mobile devices. They had no previous training in
video-making or editing. For this first Action Research cycle students were made
responsible for carrying out the first two phases, while the editing would be my task but
with input from the students. This removed the need for students to learn how to use the
editing software at this time when they were busy, committing many hours each day to
study in preparation for the Leaving Certificate.
The timeframe for the video creation was controlled by the school timetable, which was
affected by pre-Leaving Certificate examinations in addition to Leaving Certificate oral
and practical examinations. As the Leaving Certificate students were close to
completing the syllabus, one of the few remaining topics, which involved some
experiments was selected for the project. The chosen topic was ‘Water’, which includes
four mandatory experiments. The experiment titled ‘To measure the total hardness of a
water sample’ was the subject of the first video.
3.7 Implementation Phase One
The students were assigned the task of drawing up a storyboard and including a script
for the experiment. A detailed and complete storyboard was required (Siegle 2009;
Kearney and Schuck 2006). Students had envisaged that this would be a very simple
task, which would not take up much time. However, they had to ensure that each crucial
step of the experiment was filmed and included in the video. The storyboard was
sketched and prepared by hand as the students decided that this was their best approach.
Video 3.3: Students storyboard and prepare for filming
25
The storyboard provided a visual representation of the script (Owens and Millerson
2012). Once the storyboard had been completed, students were trained in the use of the
cameras and the audio equipment in preparation for recording the experiment. Students
were filmed throughout this process.
Video 3.4: Students learn about the cameras
This footage guarantees the authenticity of the students’ work in keeping with
Habermas’s criteria of social validity (Habermas 1987 cited in McNiff and Whitehead
2005b). It also highlights students’ enthusiasm and active participation in the process.
3.8 Implementation Phase Two
Over a double class period the experiment was completed and filmed by the students.
Each student had a role in making the film.
Video 3.5: Student Involvement
26
The video was recorded without sound, as students opted to record a voiceover for the
experiment instead, using the Garageband software – from Apple’s iLife ’11 suite. Two
cameras were used. Students used one of the cameras to film the actual experiment and
the second was used to video the students while they made the film.
3.9 Implementation Phase Three
The Apple video editing software iMovie ’11 was used to create the final video.
Footage from the digital camcorders was downloaded on to the computer. Clips were
arranged and the matching audio clips from Garageband were added. Title and text
slides were prepared using Apple’s Keynote software and these were inserted among
the video clips at appropriate locations. This video, along with student interviews and an
interview with another Science teacher in the school were integrated into a single video,
which I presented to my class group in DCU for social validation. Feedback from the
group led to some slight amendments to the video and it was later presented to a larger
group in DCU.
3.10 Observations and Reflections
Video evidence shows that all of the students engaged with the process of creating the
video storyboard and a lively discussion arose. Each student contributed to the
discussion and was actively involved in the storyboard’s construction. The video
footage shows a high level of collaboration and the enthusiastic participation of every
student in the class. Linguistic (verbal and read-write) learning has traditionally
predominated in my classroom as in many other classes and schools. During the
storyboarding process, evidence of visual learning appeared. Student attributes such as
imagination and creativity emerged (Journal entry 5th March 2012) as the students
worked, confirming that video production can release creativity (The New Media
Consortium and The Educause Learning Initiative 2008). Students who had previously
contributed little to discussions in class found their voice. The students exhibited the
twenty first century skills of critical thinking, communication, collaboration and
problem solving as they worked (Partnership for 21st century skills 2009). Once the
storyboard had been completed, students were trained in the use of the cameras and the
audio equipment.
27
The students enjoyed filming the experiment. The video creation process was exciting
and fun (Levin 2010; Connelly and Connelly 2004).
Video 3.6: Enjoying the process
The students worked as a team (Kearney and Schuck 2006) with each member having a
particular role. The students displayed confidence in the execution of the experiment
and collaboration and discussion were evident throughout. Roles in the class were
different to other days. Students who struggle with Chemistry are often reluctant to join
in discussions about theory in class. These students excelled at operating the cameras,
setting up the apparatus, knowing what was to come next and organising everybody.
They became the leaders in the filming process (Journal entry 3rd April 2012). Their
practical, organisational skills and common sense ensured that the film production
phase ran smoothly.
3.11 Evaluation
When all three phases of the video creation had been completed, students were
interviewed. Their reaction to the project was overwhelmingly positive as the recorded
interviews show.
28
Video 3.7: Reaction to filming
Students acknowledge that the process of videoing experiments is engaging, worthwhile
and fun. In their interviews, the students claim that the storyboarding and videoing
processes have enabled them to learn the experiments better than traditional teaching
and learning methods have done with previous experiments. The level of student
collaboration that was evident during storyboarding and filming far exceeded any
previous level of collaboration in the class. It was apparent that spending time
producing a video in their Chemistry lesson resulted in greater communication and
collaboration among my students. This finding mirrored the conclusions of several other
research studies pertaining to student communication and collaboration. (Hakkarainen
2011; Shuldman and Tajik 2010; Masats, Dooly and Costa 2009; Kearney and Schuck
2006).
The students engaged fully with the video project and took ownership of the work. I
realised that giving the students more autonomy had a positive impact on the work of
my class. The students became more involved in the class work and coped with the
experiment without asking for my intervention at any stage. Students take ownership for
their own learning in assignments that involve the production of a video, (Levin 2010;
Masats, Dooly and Costa 2009).
The most striking feature for me was the effect that the storyboarding phase had on the
learning outcomes of the lesson. All of the students learned the experiment in detail
through this process. Usually we discuss an experiment in class the day before it is
carried out. This initial scaffolding is necessary to warn of important precautions, since
several of the chemicals used on the Leaving Certificate Chemistry course are
dangerous. There are specified mechanisms for mixing certain chemicals and students
29
learn these when they encounter the particular substances in the planning of an
experiment. Students read over the experiment and learn the precise details that evening
before conducting the experiment the following day. My students have asked questions
about the procedure as they set up the apparatus for many of the experiments on the
syllabus. I have intervened on several occasions during experiments to ensure that
students adopted the correct procedure and that accurate results were recorded.
On this occasion, after constructing the storyboard, the students were able to carry out
the procedure flawlessly. My role in the class changed, as I was no longer needed for
advice during the experiment. My teaching approach became more dialectic and less
didactic. In their interviews, several of the students stated that they possessed a more indepth knowledge of the experiment as a result of the filming process. The inclusion of
video as a learning and teaching tool in my experiment class led to improved student
knowledge of the experiment. In subsequent weeks, the class storyboarded and filmed
other experiments and this improvement in learning was again obvious. On one later
occasion, we conducted a Chemistry experiment without creating a storyboard. The
students themselves observed that they had much less knowledge of this experiment
than the other experiments for which they had created storyboards.
I realised that my students had acquired a detailed knowledge of the experiment through
the process of storyboarding and making a video. With traditional teaching methods, I
had never witnessed such levels of student collaboration and participation during an
experiment. Using multimedia construction as a learning strategy resulted in some
students being more involved in class than usual as it allowed for the expression of
multiple literacies. Students’ creativity was no longer stifled but was expressed openly.
The experience deepened my belief that a challenging practical examination should
form part of the Leaving Certificate Chemistry examination. I noticed that students who
have excellent laboratory skills, excelled also in the video creation process. Yet these
skills will not be considered in their final examination. Students whose dominant
literacy is alphabetic will achieve the highest results even if their laboratory skills are
poor. This dichotomy valuing theoretical knowledge more highly than practical skills
conflicts with my ontological and epistemological values.
My Chemistry class continued to video record each experiment until the syllabus had
been completed. These videos are a useful revision tool for the students as they prepare
30
for their Leaving Certificate. One student was absent for one of the more intricate
experiments ‘to measure the biochemical oxygen demand of a water sample’. The video
of the experiment gave the student an accurate visual representation of the procedure.
All of the students acknowledged that the storyboarding and video recording phases
were beneficial. It has resulted in greater student engagement with learning and with the
content. Student collaboration and critical thinking were also increased. Students with
visual rather than linguistic learning styles will probably profit most from the completed
videos.
Video 3.8: Learning Styles
3.12 Validity and Rigour
My standards of judgement for this research are my values – my ontological values of
honesty, care and inclusivity and my epistemological stance that we construct
knowledge from our experiences. I initially discerned that my values were not being
fully lived out in my practice. Throughout the months of the enquiry, I have reflected on
my actions in relation to these values. The video interviews confirm that the students
engaged with the subject matter while making the video. This indicates for me the truth
and authenticity of my claims that my values are better reflected in my practice now
than when I initiated this enquiry. I submitted my research to my supervisor, my DCU
validation group and critical friend for social validation.
My assumption that the teacher creates learning resources for the class came under
scrutiny and changed as my knowledge grew. This reflexivity is one of Winter’s six
criteria for rigour in Action Research. My values led me to amend my original idea that
31
I would film while the students conducted the experiments. This change followed
discussions with my supervisor and provides evidence of dialectic critique in my
enquiry. The involvement of my students in the planning stage and in making decision
is further evidence of this and of the students being co-researchers in this enquiry. The
students and a colleague in the Science department collaborated with me. This study
examined my practice. However, the views of others were essential to indicate the
plurality of the research. My supervisor, DCU validation group, critical friend and
colleagues all observed, advised and contributed to the enquiry. There was risk involved
in initiating this project – risk of failure and ridicule from colleagues or students
(Journal entry 24th March 2012). My search of relevant literature produced knowledge
that inspired my action. Reflection on my action led me to new knowledge about the
value of video in my classroom. I realised the importance of integrating multimedia into
lessons and of participatory multimedia learning. The completed video confirms the
transformation in my Chemistry classroom.
32
4 Overall Reflections
This enquiry was initiated in an attempt to respond to my research question ‘How can
student video production affect teaching and learning in my Chemistry class?’ I
reflected on my practice – reflecting on action and reflecting in action. The Action
Research cycle that ensued aligned my practice better with my espoused values of care,
honesty and inclusion. It also convinced me of the potential that participatory
multimedia learning holds for the enhancement of my Chemistry classes.
4.1 My Learning and My Living Educational Theory
The awareness that my teaching was not fully embodying my values inspired me to
want to improve my practice. I discovered that my initial idea of videoing my students
conducting experiments would have widened the gulf between my avowed and
espoused values, as the students were not being included in my decision or in the
creation of the resources. The importance of a dialectic approach, discussing and
critiquing ideas was highlighted for me when my supervisor suggested that I should
allow the students to make the videos. My initial reluctance to adopt this course of
action was quickly overcome through discussion with Yvonne who highlighted that it
would be much more engaging for students. This was also affirmed as being the right
course of action by my engagement with relevant literature and by the realisation that
ignoring this option would involve denying my values in my practice.
My decision to enable student video production was based on my desire to live out my
values in my practice. As a result of this decision, I witnessed that my Leaving
Certificate Chemistry class had a more meaningful and enjoyable learning experience
through their involvement in the making of videos of experiments. The students’
learning experience changed with the introduction of video recording into the
laboratory. They fully engaged with the process and had fun while learning. I learned to
overcome my initial hesitancy and to allow the students have greater autonomy (Journal
33
entry 28th February 2012). We became a team with the same goal as I moved away from
a more traditional teacher student didactic teaching approach to a more collaborative
model. The goal was that the students would learn effectively in an enjoyable way.
The students created the storyboard and made all the decisions about the shots and
audio that were needed for the finished video. I realised the value of the storyboarding
process when the students began to record the video. They now knew the experiment in
great detail and needed no help in conducting it accurately and successfully. It
confirmed for me what I had now learnt from the reports of other researchers
(referenced in this report) about the benefits of learning with technology.
My values of honesty, care and inclusion became more evident in my practice through
this study. I adopted a new teaching style in an effort to do my job to the best of my
ability. I introduced a learning model that is more inclusive of all of the students in my
Chemistry class. Hopefully this change in their learning experience will help them to
prepare for and achieve their potential in the upcoming Leaving Certificate
examination.
4.2 Further Action Research Cycles
Video will play a central role in my Chemistry class as I begin with a new group of fifth
year students in September 2012. Each experiment will become a video project with the
students constructing the storyboard and filming. A further cycle of Action Research is
emerging from the cycle completed here. This new cycle will involve students in all
three stages of the video creation. Students will initially be trained to edit video using
iMovie in the school computer room. It is my hope that the completion of this additional
phase of video production will reinforce the learning about the experiment that the
students have already gained. A suggestion from a member of my class in DCU that I
should involve my students in the creation of animated Chemistry equations is another
area that I would particularly like to explore. Through this enquiry, I have witnessed the
potential of media creation to engage students and enhance learning. This propels me to
reflect on my Mathematics lessons to seek a role for video creation in these classes also
34
and thereby initiate further cycles of Action Research. My enquiry has not ended. In
fact, this is very much the beginning of a new phase of my teaching career.
35
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40
Glossary
Ethnography
A qualitative research methodology used to
study people and cultures.
Le Chéile Schools Trust
The Le Chéile Schools Trust comprises the
schools of thirteen religious
congregations. The aim of the Trust is to carry
on the legal, financial and inspirational role of
trusteeship that has, previously, been done by
the individual congregations.
Multiliteracies
A definition of literacy that focuses on a broad
range of modes of representation and not just
language alone.
Paradigm
A set of basic beliefs.
Participatory Multimedia Learning
Learning that involves the learners in the
creation of multimedia course learning
materials.
Phenomenology
A branch of philosophy that deals with things
of which we have conscious experience.
Podcast
Audio files on the internet which are
subscribed to via a dedicated feed.
Pure Chemistry
The theory of Chemistry
Vodcast
A podcast enhanced with video or a slideshow.
Voluntary Secondary School
A second level school that is privately owned
and managed. Most are non-fee-paying.
Appendix A
Action Research Cycle
Reconsider
the position
in light of
the
evaluation
Review my
current
practice
Identify an
aspect I want to
improve
Evaluate
the
modified
action
Imagine
a way
forward
Modify
plan and
continue
Try it out
Take
stock of
what
happens
McNiff, Lomax and Whitehead (2003 cited in McNiff and Whitehead 2005a, p.29)
A1
Appendix B
Sample pages from a student’s laboratory notebook
B1
B2
Appendix C
Extracts from Students’ Storyboard
C1
Appendix D
Extract from the completed storyboard
The Storyboard
D1
Appendix E
Student Interview Questions
1) How does practical work contribute to your study of Leaving Certificate Chemistry?
2) Do you think Chemistry has a role in the Leaving Certificate Chemistry classroom?
3) Discuss how your laboratory skills have changed over the last two years.
4) Does the recent ban on doing certain experiments have any impact on your studies?
5) What happens if you are absent for an experiment?
6) Discuss your experience of videoing Chemistry experiments.
7) What effect if any might making these videos have on your learning of Chemistry?
E1
Appendix F
Teacher Interview Questions
1) In your opinion, what importance or role do experiments hold in the school Science
curricula?
2) What role does discovery learning have in relation to the mandatory experiments?
3) What happens if a student is absent for a mandatory experiment and what impact
does it have on learning?
4) If a student is absent what resources are available for them to learn the experiment
and are these sufficient?
5) Experiments involve student collaboration. Other than helping with carrying out the
procedure in a short time span has this collaboration any other benefits?
F1
Appendix G
Sample Permission Form for School Principal and Board of
Management
G1
Request for permission to carry out a low-risk research
project
Project Title:
How can student video production affect teaching and learning in my Chemistry class?
Applicant Name and E-mail:
Mary O’Toole
email: [email protected]
Level of Study:
Taught MSc in Education and Training Management (eLearning strand).
Supervisor Name and E-mail:
Ms. Yvonne Crotty
email: [email protected]
Proposed Dates for the Research Project
It is proposed that the research will take place between February and May 2012. It is
proposed that the thesis will be completed by June 30th 2012.
Description of the proposed research:
The research proposes an examination of the use of video as a tool for teaching and
learning chemistry experiments in a secondary school. Students will create a video of
some of the Leaving Certificate experiments. They will begin by storyboarding the
experiment, planning each step in full detail. They will film the experiment as they
carry it out, from the setup stage to completion. Students reaction to the use of video
both during the creation phase and afterwards, will be observed and recorded. Video
and a reflective journal will be used for this purpose. The investigation will centre
around whether the use of video will enhance teaching and learning, improve student
engagement, appeal to a wider range of learning styles and provide a useful resource for
revision and a means for absent students to gain a better understanding of an experiment
than a textbook can provide.
G2
The proposed methodology:
It is proposed that the research will be carried out using an action research
methodology. My values of inclusiveness (for my teaching to appeal to different
learning styles), of caring (wanting my students to achieve their full potential in
chemistry while enjoying the process) and honesty (wanting to do the best that I can for
the students in my class) are fundamental to my research question. I want my practice to
reflect my values and would propose using action research to reflect on and improve my
current work in the classroom. As a result, the research would involve using Jack
Whitehead’s Living Education Theory approach to action research. Data collection
methods will include recorded video interviews, video footage of participants while
they are involved in creating the videos, observations and field notes, my use of a
reflective journal.
The means by which potential participants will be recruited:
A non-probability sampling technique is used for this research. Purposive sampling is
used to select the potential participants. From the nature of the research, the participants
will be Leaving Certificate Chemistry students whom I teach. Participation will be
voluntary and based on informed consent.
How will the anonymity of the participants be respected?
Participants’ names will not be used unless they wish to be named. Video material will
be securely stored and any that is not included in the final video will be destroyed
within a year.
What risks are researchers or participants being exposed to, if any?
It is not envisaged that that the research will pose any risk to participants from their
involvement in the research.
G3
The practical experimental work is not increasing the danger to which students would
be exposed since the students must carry out these experiments as part of the Leaving
Certificate syllabus.
Permission
I give permission for the above research to be carried out in St. Paul’s Secondary
School and for the results of the research and the video to be submitted by Mary
O’Toole as part of the M.Sc. in Education and Training Management (eLearning) in
Dublin City University.
Signed:
________________________________
Position:
________________________________
Date:
________________________________
G4
Appendix H
Sample Permission Form for Parents
H1
Informed Consent Form
I. Research Study Title
How can student video production affect teaching and learning in my Chemistry
class? This research will be submitted as part of the MSc in Education and Training
Management. The principal investigator is Mary O’Toole, email:
[email protected]
II. Clarification of the purpose of the research
The research will help to add to the body of knowledge about the use of video in the
classroom, especially the role of video in teaching practical techniques. It will
provide the participants with a resource to assist them when revising for the Leaving
Certificate. Any student who is absent for the experiment may also benefit from the
completed video.
III. Confirmation of particular requirements as highlighted in the Plain Language
Statement
As stated in the plain Language Statement, participants will create a video and will
be filmed while they storyboard and film. Participants will be requested to take part
in video interviews. Participants will be observed while working on the chemistry
experiment and these observations will be recorded in my journal.
Parent/Guardian – please complete the following (Circle Yes or No for each
question)
Have you and your daughter read the Plain Language Statement?
Yes/No
Do you and your daughter understand the information provided?
Yes/No
Have you and/or your daughter been offered the opportunity to ask questions and
discuss this study?
Yes/No
Have you and your daughter received satisfactory answers to any questions that you
may have had?
Yes/No
Are you aware that your daughter will be videoed while carrying out the experiment
and in interviews?
Yes/No
H2
IV. Confirmation that involvement in the Research Study is voluntary
Participant involvement in the research is voluntary. Participants may withdraw from
the research at any point and there is no penalty for withdrawing before all stages of
the research have been completed.
V. Advice as to arrangements to be made to protect confidentiality of data,
including that confidentiality of information provided is subject to legal
limitations
Participants’ names will not be used unless they wish to be named. Video material
will be securely stored and any that is not included in the final video will be
destroyed within a year.
VI. Any other relevant information
Participation or non-participation in the research will have no effect on a student’s
grades or class participation.
VII.
Signature:
I have read and understood the information in this form. My questions and concerns
have been answered, and I have a copy of this consent form. Therefore, I give
consent for my daughter to take part in this research project
Signature of Parent:
Name in Block Capitals:
Date:
Participant’s Signature:
Name in Block Capitals:
H3
Appendix I
Sample Project Information Sheet for Parents and Students
I1
Plain Language Statement
I. Introduction to the Research Study
The title of the research study is How can student video production affect teaching
and learning in my Chemistry class? This research will be submitted as part of the
MSc in Education and Training Management (eLearning). The principal investigator
is Mary O’Toole, email: [email protected]
II. Details of what involvement in the Research Study will require
Participants will prepare for a chemistry experiment by producing a detailed plan for
the experiment. They will then film the running of the experiment. The participants
will be filmed as they plan, storyboard and make the video. Their comments and
observations will be recorded on video and in my journal. Participants will be
required to take part in two recorded video interviews. The recorded interviews will
each be no longer than five minutes.
III. Potential risks to participants from involvement in the Research Study (if
greater than that encountered in everyday life)
It is not envisaged that the research will pose any risks to the participants.
IV. Benefits (direct or indirect) to participants from involvement in the Research
Study
The research will help to add to the body of knowledge about the use of video in the
classroom, in particular about its use for teaching practical techniques. It will
provide the participants with a resource to assist them when revising for the Leaving
Certificate. Any participant who is absent for the experiment will have the video as
a learning tool to gain a more realistic view of the experiment than a textbook can
provide.
V. Advice as to arrangements to be made to protect confidentiality of data,
including that confidentiality of information provided is subject to legal
limitations.
Participants’ names will not be used unless they wish to be named. Video material
will be securely stored and any that is not included in the final video will be
destroyed within a year.
I2
VI. Advice as to whether or not data is to be destroyed after a minimum period
Any data that is not included in the final video will be destroyed after one year.
VII.
Statement that involvement in the Research Study is voluntary
Participant involvement in the research is voluntary. Participants may withdraw
from the research at any point and there is no penalty for withdrawing before all
stages of the research have been completed.
VIII. Any other relevant information
Participation or non-participation in the research will have no effect on a students’
grades or participation in my class.
If participants have concerns about this study and wish to contact an independent
person, please contact:
The Principal, St. Paul’s Secondary School, Greenhills, Dublin 12. Tel 01 - 4505682
or
The Secretary, Dublin City University Research Ethics Committee, c/o Office of the
Vice-President for Research, Dublin City University, Dublin 9. Tel 01 - 7008000
I3