The Effect of Video Analysis of Inquiry School Practices on Pre-Service Teachers’ Scientific Skills Knowledge

ABSTRACT

This study provides evidence of the effect of video analysis of real classroom situations as a support for promoting the professional vision among primary education pre-service teachers. Specifically, it focuses on the Science Process Skills involved in scientific inquiry when teaching through this method. This quasi-experimental study (n = 90) analyzes a didactic strategy based on the noticing and coding of inquiry teaching practices in school contexts. It aims to encourage pre-service teachers’ knowledge of the Science Process Skills. The quantitative results show a significant improvement in all these skills in the experimental group, mainly with regard to the proficiency of Planning and Experimentation and Interpretation skills. These data are congruent with the results obtained from the qualitative analysis of the codification engaged in by this group. The results of this study contribute to responding to the need for resources in the scientific inquiry education of pre-service teachers in primary education. Video analysis was observed to help mobilize a wide range of concepts involving knowledge of the Science Process Skills that are studied in the initial stages of teacher education.

KEYWORDS:

• Inquiry-based learning
• pre-service teachers
• science process skills
• video analysis

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work has received the help of the Agency for Research and University Grants (AGAUR) under the Department of Economy and Knowledge Society [2017 ARMIF 00028 and 2020 ARMIF 00019], as well as the help of the University of Lleida in the Program of Research Promotion 2019. This research article has received a grant for its linguistic revision from the Language Institute of the University of Lleida (2022 call).