Table 5 Example of a segmented video (brainstorming video) and corresponding key concepts from introductory text one could recognize

1

3:28 min

T begins the session by collecting the students’ associations on the term “blood” (example answers: “Body”, “Heart”, “Dracula”). T then asks the students to eliminate those answers that are not relevant to the biology context (e.g., “Dracula”). T then states the circulatory system as the topic of the session

Group focus (PPK; student-centered)

Elicitation of prior knowledge (PPK; student-centered)*

Diagnosis of misconceptions (PCK; student-centered)*

* although quite superficially

2

1:48 min

T asks if someone has already heard about the circulatory system and could explain how the blood flows through the body. Two students utter the “back-and-forth”-misconception, one student (S3) utters the “two-cycle”-misconception

Elicitation of prior knowledge (PPK; student-centered)

Diagnosis of misconceptions (PCK; student-centered)

Reacting to incorrect answers (PPK; student-centered & instructive)

3

2:31 min

T sits down near S3 who holds the “two-cycle”-misconception and asks her to explain in detail how she imagines these two cycles. He then asks her how the oxygen would come to the legs if there were two completely separate cycles. While T focuses on S3, the other students lose interest and start doodling and chatting. T finishes his explanation for S3 with the question “Did you understand that?”

Diagnosis of misconceptions (PCK; student-centered)

Initiating cognitive conflict (PCK; student-centered)

Group focus (PPK; instructive)

Assessment of understanding (PPK; instructive)

4

0:24 min

T turns to the rest of the group again, students stop chatting and doodling. T then puts a schematic diagram of the circulatory system onto the whiteboard and asks S3 to show the other students how she imagines the blood to flow

Group focus (PPK; student-centered & instructive)

Checking for modifications (PCK; student-centered)