Framing a topic: Mobile video tasks in museum learning

This study explores the conceptual framing work of a group of upper secondary students as they first collaborate to understand a particular science museum exhibit, and then relate aspects of the exhibit to a larger scientific principle. The task involved producing a video of the groups' explanation to a problem using a mobile device. Applying methods from interaction analysis we examine how the group accomplishes and performs conceptual understanding. The analysis shows the indexical affordances of video as medium in the setting, allowing students to use the exhibit as a visual and physical prop in the film to explain scientific concepts. Moreover, we found that the students' conceptual work was conducted in advance of making the video, and that making the video entailed collaboratively actualizing understandings previously accomplished in the group. Based on our findings, we propose that video tasks may be a productive way to ‘frame topics’ and orient students to disciplinary aspects of museum exhibits.