Digital story telling in a science classroom: reflective self‐learning (RSL) in action

This study explored the role of digital video in promoting self‐reflection in 30 seven‐ to eight‐year‐old primary school pupils and examined the presumption that making films about one’s own everyday classroom science learning experiences may serve as an individually tailored platform for exploration of the self. In an effort to understand the nature of children’s self‐reflection, self‐recorded narratives produced to accompany children’s video clips were analysed. Video‐recorded discourse arising from learning science and film‐making was also examined. The results suggested ways in which the oral and visual self‐narratives of personal experience may contribute to classroom domain learning.

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