Abstract
In this chapter I discuss video analysis as a methodological approach for developing deep understandings of relationships and interactions within urban science teaching and learning contexts. I address insights that can be gained from video viewing and (re)viewing and by using methods/micro techniques for studying unconscious and conscious aspects of interactions occurring in science learning environments. I specifically focus upon utilizing a deductive approach for video selection, which is appropriate when the researcher has clear research questions and a strong theoretical orientation. Moreover, through vignettes from an urban high school chemistry classroom, I argue that video microanalysis is crucial for developing better understandings of what happens during classroom interactions and for helping to build successful science learning communities.
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