Zur Akzeptanz von fachlichen Inhalten aus Erklärvideos zu Funktionen – Eine methodologische Studie zur Herstellung von Geltung

Publicly available instructional videos are used as part of school-based teaching-learning processes – among all school subjects most frequently in mathematics. The state of research on the acceptance of knowledge presented in instructional videos the state of research shows a discrepancy between a didactic-scientific perspective on the one hand and the learner’s perspective on the other. In this methodological study, we investigate the extent to which instructional videos can be compared in terms of their opportunities to create acceptance. In this way, opportunities to establish acceptance of validity can lead to the content presented being accepted by learners. For this purpose, we first analysed the content of five publicly available instructional videos (YouTube, sofatutor) on the introduction of functions and five on calculating the intersection of two linear functions. Based on this, the videos are quantitatively analysed for the frequency of occurrence of different types of opportunities to establish acceptance. In relation to these frequencies, it can be seen that for the introduction of functions the videos often define topics or concepts and explain them more concretely, whereas for intersection calculations the videos often demonstrate topics or concepts.