Scaffolding learning from contrasting video cases

Abstract

Video cases can serve as valuable instructional tools for preservice teachers by presenting examples of effective and ineffective student learning and pedagogical approaches. However, merely seeing video-cases without in-depth, interpretive analysis may not ensure learning. This study examined the effects of cognitive, metacognitive, combination, and affective questions, on preservice teachers' declarative knowledge of formative assessment, case-interpretation skills and ability to redesign formative assessments in similar and novel classroom contexts. All participants showed significant improvements from pretest to posttest on declarative knowledge and case-interpretation skills. A-priori planned contrasts revealed that the cognitive-questions group outperformed the metacognitive group on declarative knowledge whereas the metacognitive-questions group outperformed the cognitive group on video case-interpretation at posttest and transfer tasks. The results suggest practical implications for using specific scaffolding questions that are effective in improving conceptual knowledge and applied case-interpretation skills during contrasting video case analysis activities.