Opportunities to Learn across the Curriculum in the Czech Republic: The Results from the CPV Video Study
Author(s):
Tomas Janik Petr Najvar
Veronika Najvarova
Conference:
ECER 2009
Network:
27. Didactics - Learning and Teaching
Format:
Paper

Session Information

27 SES 03 C, Cross-Curricular Aspects

Paper Session

Time:
2009-09-28
14:00-15:30
Room:
NIG, HS 2H
Chair:
Bernard Schneuwly

Contribution

This paper will present the conceptual framework and selected findings of the CPV Video Study research project, which focused on similarities and differences in teaching different school subjects. The CPV Video Study is a sheltering label for four different video study projects carried out by the Educational Research Centre of the Faculty of Education, Masaryk University, Czech Republic. Between 2004 and 2009, the Educational Research Centre (Centrum pedagogického výzkumu – hence CPV) carried out the CPV Video Study of Physics (Janík et al. 2006), CPV Video Study of Geography (Hübelová et al. 2008), CPV Video Study of English (Najvar et al. 2008) and CPV Video Study of Physical Education.

Method

The large scale video study approach was introduced to a wider audience in the TIMSS 1995 and 1999 video studies (Stigler et al. 1999, Hiebert et al. 2003, Roth et al. 2006) and in the IPN Video Study (Seidel, Prenzel 2006), which sought to analyse teaching practices in mathematics and science. A plethora of larger and smaller research projects based on video studies is ongoing – notably in the field of mathematics and science education (Clarke 2006; Klette 2007; Labudde et al. 2007). In the present project, the video approach was used to capture the complexity of teaching and learning processes in a classroom context (249 lessons of Physics, Geography, English and Physical Education Instruction). With recent advances in technology that bring new ways of collecting, storing, managing and analysing data, video represents a powerful tool in classroom research (see Ulewicz, Beatty 2001).

Expected Outcomes

The paper will present selected results of the CPV Video Study, the aim of which was a cross curricular comparison of teaching and learning processes in Physics, Geography, English and Physical Education at lower-secondary schools in the Czech Republic (Najvar et al. 2009). The analyses are based on the concept of opportunities to learn. Opportunities to learn are seen as an important variable influencing the quality of instruction. They enable pupils to become engaged in the subject matter; they become evident in the activities of the teacher and pupils, and can be observed during the lesson. Careful analysis of “opportunities to learn” brings deeper understanding of the processes that take place in the classroom. Analyses cover various aspects of teaching, including opportunities to talk, modes of classroom organisation, lesson phases and the use of didactic tools and media.

References

Clarke, D.; Keitel, Ch., Shimizu, Y. (eds). Mathematics Classrooms in Twelve Countries: The Insider’s Perspective. Rotterdam : Sense Publishers, 2006. Hiebert, J., Gallimore, R., Garnier, K., Givvin, K., Hollingswort, J., Jacobs, J., Chui, A. M. Y., Wearne, D., Smith, M., Kersting, N., Manaster, A., Tseng, E., Etterbeek, W., Manaster, C., Gonzales, P., & Stigler, J. Teaching Mathematics in Seven Countries. Results From the TIMSS 1999 Video Study. Washington D.C.: USA Department of Education, 2003. Hübelová, D.; Janík, T.; Najvar, P. (2008) ‘Pohledy na výuku zeměpisu na 2. stupni základní školy: souhrnné výsledky CPV videostudie zeměpisu’ [Teaching Geography in lower-secondary classrooms: Results from the CPV Video Study of Geography]. Orbis scholae, vol. 2, no. 1, pp. 53–72. Janík, T., Miková, M., Najvar, P., & Najvarová, V. Unterrichtsformen und -phasen im tschechischen Physikunterricht: Design und Ergebnisse der CPV Videostudie Physik. Zeitschrift für Didaktik der Naturwissenschaften, 2006, vol. 12, No. 1, 219-238. ISSN 0949-1147. Klette, K. Trends in Research on Teaching and Learning in Schools: didactics meets classroom studies. European Educational Research Journal, 2007, 6, 147-160. Labudde, P., Knierim, B., Gerber, B., & Duit, R. Video-based analysis of German and Swiss introductory physics instruction: dominating instructional patterns and teachers’ views. Annual Conference National Association for Research in in Science Teaching [CD-ROM]. New Orleans, 2007. Miková, M.; Janík, T.; Mužík, V.; Kundera, V. (2008) ‘CPV videostudie tělesné výchovy: sběr dat a zamýšlené analýzy’ [CPV Video Study of Physical Education: data collection and intended analyses]. Orbis scholae, vol. 2, no. 1, pp. 93–114. Najvar, P.; Janík, T.; Janíková, M.; Hübelová, D.; Najvarová, V. (2009) CPV Video Study: Comparative perspective on Teaching in Different School Subjects. In Janík, T.; Seidel, T. (eds) The power of video studies in investigating teaching and learning in the classroom. Münster, Waxmann (in print). Najvar, P.; Najvarová, V.; Soběslavská, V.; Šebestová, S.; Vlčková, K.; Zerzová, J. (2008) ‘CPV videostudie anglického jazyka: sběr dat a zamýšlené analýzy’ [CPV Video Study of English: data collection and intended analyses]. Orbis scholae, vol. 2, no. 1, pp. 73–92. Roth, K. J., Druker, S. L., Garnier, H., Lemmens, M., Chen, C., Kawanaka, T., Rasmussen, D., Trubacova, S., Warvi, D., Okamoto, Y., Gonzales, P., Stigler, J., & Gallimore, R. Teaching Science in Five Countries: Results From the TIMMS 1999 Video Study. Washington, DC: Department of Education, 2006. Seidel, T., & Prenzel, M. Stability of Teaching Patterns in Physics Instruction: Findings from a Video Study. Learning and Instruction, 2006, 16, 228-240. Stigler, J. W.,Gonzales, P., Kawanaka, T., Knoll, S., & Serrano, A. The TIMSS Videotape Classroom Study: Methods and Findings from an Exploratory Research Project on Eighth-Grade Mathematics Instruction in Germany, Japan, and the United States. Washington, DC: Department of Education, 1999. Ulewicz, M., & Beatty, A. The Power of Video Technology in International Comparative Research in Education. Washington, National Academy Press, 2001.

Author Information

Tomas Janik
Faculty of Education, Masaryk University
Educational Research Centre
Brno
53
Petr Najvar
Faculty of Education, Masaryk University
Educational Research Centre
Brno
53
Veronika Najvarova
Faculty of Education, Masaryk University
Educational Research Centre
Brno
53

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