Classroom video observations. The use of video observations presents a number of important advantages in relation to the investigation of teaching and learning processes (Xxxxxx, 2007; Derry, 2007). For instance, when compared to just note-taking or audio recording in the classroom, the effective use of video can assist researchers to ‘create more closely grounded stories that include the full range of gestural, auditory and contextual subtlety in the thick description of the event’ (Xxxxxxx, 2007, p. 6). Video recorded data can be also viewed and analysed multiple times as much as is necessary, as well as allowing for the interpretation and analysis of students’ behaviours in context (Xxxxxxxxxx et al., 2009). Moreover, they can be viewed and re-analysed by different researchers with the purpose of checking the veracity of the findings emerging from the initial analysis (Xxxxx et al., 2010). Given these advantages, the use of video recording was selected as the primary data collection tool during the lesson observations. Table 3.3 – Observation schedule for all the recorded lessons Students Date of observations Types of learning activities observed Observational data collected and analysed Group A Introductory activities (3) 130 min video data (Xxxxx, Xxxxx & Ayse) Small group activities (5) 165 min video data Between 23rd September and 4th November 2010 Whole class discussions (5) 200 min video data Group B Introductory activities (3) 130 min video data (Xxxx, Brus & Vural) Small group activities (5) 165 min video data Whole class discussions (5) 200 min video data The observations included in the main study were conducted during 14 (of 17) lessons of the human body systems (each lesson approximately 45 minutes duration) as described above over a seven-week period from September to November 2010 (see Table 3.3 for a detail schedule). Observations could not be made during three of these lessons (13 to 15) owing to the absence of Xxx. Xxxxx, as she went abroad to attend a one-week professional development course. During that time, her class was provided with a substitute science teacher. During the lesson observations, the target student groups were observed and video recorded as they engaged in inquiry learning activities. The main aim was to capture teacher and students’ verbal and non-verbal behaviours and social interactions that are indicative of self and social regulation of learning processes. The video data were collected through using two video camcorders, positioned on a trip...
