Researching science learning from students’ view – the potential of headcam

Merethe Frøyland, Kari Beate Remmen, Sonja M. Mork, Marianne Ødegaard, Torgeir Christiansen


This article discusses the potential of small head mounted camera (headcam) to collect video data indicating student learning processes in science across time and settings (classroom and field). Empirical examples from two Norwegian research projects; one on integrating science inquiry and literacy in elementary school and the other on learning geoscience through fieldwork in upper secondary school; are used to demonstrate the potential contribution of headcam to science education research. We propose that headcam videos provide opportunities for observing features of science teaching and learning from new angles: following students during movement, connecting students’ verbal interactions and interaction with physical objects, students’ written products in the making, and students’ development of understanding over time. However, we also experienced that headcam videos exposed some unwanted observations. The discussion of implications addresses the advantages and limitations of using headcams, including concerns arising from unwanted observations.


headcams, video studies, fieldwork, learning processes, science education, research ethics

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