Prompting Dialogic Reflection Using Peer-Partner Video Stimulated Recall in Early Elementary Science and Engineering

• In Event: AERA Roundtable Session Friday 11:45 am - Gold 3
  In Roundtable Session: Science Teaching and Learning

Abstract

This study explores the process of using student-led Video-Stimulated Recall (VSR) to prompt dialogic reflection between early elementary children examining episodes of change made to artifacts during an engineering design task. Reflection is considered a crucial mechanism of meaning-making yet is often missing in elementary classroom-based learning. VSR has been used widely in teacher education and medical research to understand participants’ thoughts and reasoning and therefore can support student reflection. In this study, learners in one second-grade science classroom successfully implemented peer-partner VSR interviews as an innovative practice of reflection. Student-led VSR successfully promoted early elementary students' dialogic reflection on artifact changes made during engineering design and may offer insight into supporting children-led meaning-making in science education.

Authors

• Christine McGrail, University of North Dakota

• Stephanie Purington, Marist College

• Alicia C. Gonzales, Michigan Technological University