Using video to investigate preschool classroom interaction: education research assumptions and methodological practices
Using video to investigate preschool classroom interaction: education research assumptions and methodological practices
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使用视频调查学前课堂互动：教育研究假设和方法实践
DOI：
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发表时间：
2006
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通讯作者：
R. Flewitt
中科院分区：
文献类型：
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作者：
R. Flewitt
本文报道了使用视频在教育研究中收集动态视觉数据的使用，并提出使用视觉技术收集数据可以为课堂互动提供新的见解。视频数据揭示了年幼的孩子如何使用可用的全部材料和身体资源来制作和表达含义，从而通过产生对构建和谈判的多元化解释来重新考虑Vygotskian对思想和语言之间关系的说明意义。除了具有挑战性的语言偏见的课堂互动方法外，使用视频收集数据还迫使对既定方法论实践的重新审查。利用ESRC资助的人种学视频案例研究的数据，这些案例研究的3岁儿童在家中和学龄前小组中交流时，本文讨论了在集合和转录或表示动态视觉数据中遇到的方法论和道德困境该视觉数据可深入了解早期教育研究中以前未征服的交流行为的各个方面。
This article reports on the use of video to collect dynamic visual data in education research and proposes that using visual technologies to collect data can give new insights into classroom interaction. Video data unveil how young children use the full range of material and bodily resources available to them to make and express meaning, forcing a reconsideration of Vygotskian accounts of the relationship between thought and language by producing grounded evidence for a pluralistic interpretation of the construction and negotiation of meaning. In addition to challenging language-biased approaches to classroom interaction, using video to collect data also forces a reexamination of established methodological practices. Drawing on data from ESRC-funded ethnographic video case studies of 3-year-old children communicating at home and in a preschool playgroup, this article discusses methodological and ethical dilemmas encountered in the collection and transcription, or representation, of dynamic visual data, arguing that visual data gives insights into aspects of communicative behaviour previously unaccounted for in early years education research.