PUBLIC ScienceTok Video Data Collection & Analysis.xlsx

This study explores how TikTok is used for professional development in elementary science instruction. Framed using the construct of Peer Pedagogies, the authors employ a digital ethnographic approach to address how peer pedagogies are present in a corpus of 25 elementary-focused #ScienceTok videos. Findings suggest that content creators model student inquiry. The comments demonstrate discourses of peer learning and community building, admiration for the teaching strategy, and stated intention to apply the video in their own classrooms. This study has implications for the field of elementary teacher preparation as well as professional development for practicing elementary science teachers.<br>

本研究探讨TikTok在小学科学教学专业发展中的应用模式。本研究以同伴教学法（Peer Pedagogies）为理论框架，采用数字民族志（digital ethnographic）研究方法，针对包含25个聚焦小学教育的#ScienceTok视频语料库，分析同伴教学法在其中的具体呈现形式。研究结果显示，视频内容创作者为学生的探究活动提供示范；视频评论区则体现出同伴学习与社区共建的话语、对该教学策略的赞赏，以及明确表示将把视频内容应用于自身课堂的意愿。本研究对小学教师职前培养领域，以及在职小学科学教师的专业发展均具有参考价值。