Using a video-based approach to develop pre-service science teachers’ understanding of how to teach the nature of science

Abstract

This study examined if and how the dialogic discourse triggered by viewing multiple authentic classroom video footage arranged in themes enhanced pre-service science teachers’ (PSTs’) PSTs’ understanding of the explicit-reflective approach. The findings suggest that the PSTs made use of several sense-making strategies to interpret the various classroom enactments of the explicit-reflective approach captured in the video clips. This in turn led to new ideas and understandings of how the explicit-reflective approach could be best implemented in actual classrooms.