Digital video in a primary science classroom: a tool for self-reflection and learning

This paper investigates the contribution of self-reflections provoked through making films about one's own science class activities and learning outcomes. In particular in this study we want to explore the ways in which children generate self-reflective statements during digital video film making, the way such statements are presented in classroom discourse, and how they contribute to science learning. Here we investigate these issues in two perspectives: firstly, with respect to research on science reflective classroom discourse and secondly, in relation to studies on self-narration. as a reflective activity. 60 primary school pupils - thirty 7 year olds and thirty 8 year olds were observed during the making of documentaries about their school experience. The information gathered from classroom video recorded observation and the Teacher Science Assessment was analyzed. The t-test of the scores of Teacher Science Assessmemt confirmed assumptions of improved performance in science for children of the treatment groups.