Scientific Reasoning Research Institute - videotape analysis

stephens-2015ups

Jang Kreetong — Mon, 11 Aug 2014 14:26:36 +0000

Use of physics simulations in whole class and small group settings: Comparative case studies

Stephens, A. Lynn
Clement, John J.

(2015)

Computers & Education, 86, 137-156

This study investigates student interactions with simulations, and teacher support of those interactions, within naturalistic high school classroom settings. Two lesson sequences were conducted, one in 11 and one in 8 physics class sections, where roughly half the sections used the simulations in a small group format and matched sections used them in a whole class format. Unexpected pre/post results, previously reported, had raised questions about why whole class students, who had engaged in discussion about the simulations while observing them projected in front of the class, had performed just as well as small group students with hands-on keyboards. The present study addresses these earlier results with case studies (four matched sets of classes) of student and teacher activity during class discussions in one of the lesson sequences. Comparative analyses using classroom videotapes and student written work reveal little evidence for an advantage for the small group students for any of the conceptual and perceptual factors examined; in fact, if anything, there was a slight trend in favor of students in the whole class condition. We infer that the two formats have counter-balancing strengths and weaknesses. We recommend a mixture of the two and suggest several implications for design of instructional simulations.

DOI(s): 10.1016/j.compedu.2015.02.014

Attachment	Size
Stephens Clement whole class sm grp C&E 2015.pdf	2.26 MB

stephens-2012srv

Jang Kreetong — Mon, 11 Aug 2014 14:06:08 +0000

\Student recognition of visual affordances: Supporting use of physics simulations in whole class and small group settings. (Doctoral Dissertation)

Stephens, A. Lynn

(2012)

University of Massachusetts, Amherst. ProQuest Dissertations and Theses, 424 pages. Open Access Dissertations. Paper 668.

The purpose of this study is to investigate student interactions with simulations, and teacher support of those interactions, within naturalistic high school physics classroom settings. This study focuses on data from two lesson sequences that were conducted in several physics classrooms. The lesson sequences were conducted in a whole class discussion format in approximately half of the class sections and in a hands-on-computer small group format in matched class sections. Analysis used a mixed methods approach where: (1) quantitative methods were used to evaluate pre-post data; (2) open coding and selective coding were used for transcript analysis; and (3) comparative case studies were used to consider the quantitative and qualitative data in light of each other and to suggested possible explanations. Although teachers expressed the expectation that the small group students would learn more, no evidence was found in pre-post analysis for an advantage for the small group sections. Instead, a slight trend was observed in favor of the whole class discussion sections, especially for students in the less advanced sections. In seeking to explain these results, qualitative analyses of transcript and videotape data were conducted, revealing that many more episodes of support for interpreting visual elements of the simulations occurred in the whole class setting than in the matched small group discussions; not only teachers, but, at times, students used more visual support moves in the whole class discussion setting. In addition, concepts that had been identified as key were discussed for longer periods of time in the whole class setting than in the matched small group discussions in six of nine matched sets. For one of the lesson sequences, analysis of student work on in-class activity sheets identified no evidence that any of the Honors or College Preparatory students in the small groups had made use in their thinking of the key features of the sophisticated and popular physics simulation they had used, while such evidence was identified in the work of many of the whole class students. Analysis of the whole class discussions revealed a number of creative teaching strategies in use by the teachers that may have helped offset the advantage of hands-on experience with the simulations and animations enjoyed by the small group students. These results suggest that there may exist whole class teaching strategies for promoting at least some of the active thinking and exploration that has been considered to be the strength of small group work, and appear to offer encouragement to teachers who do not have the resources to allow their classes to engage regularly in small group work at the computer. Furthermore, these examples suggest the somewhat surprising possibility that there may be certain instructional situations where there is an advantage to spending at least part of the time with a simulation or animation in a whole class discussion mode.

Permalink(s): http://scholarworks.umass.edu/open_access_dissertations/668

stephens-2006cte

lstephens — Tue, 13 Apr 2010 00:23:07 +0000

Running effective classroom thought experiments: What expert protocols and imagery indicators can tell us

Stephens, A. Lynn
Clement, John, J.

(2006)

Conference paper accompanying a poster presentation at the 2006 Annual Meeting of the American Educational Research Association (AERA), San Francisco, CA.

The purpose of this study is to explore reasoning processes that students use when running thought experiments (TEs) in science classrooms. We also focus on the use of depictive hand motions, which we regard as providing some evidence for the involvement of mental imagery in these episodes of student reasoning. We discuss our analysis of several of the episodes in terms of four forms of expert reasoning that have been associated with expert use of TEs (Clement, in preparation). We coded independently for these processes and for the occurrence of depictive hand motions. This allows us a window onto the roles imagery (and TEs) appear to be playing in student thinking during these large class discussions, where students were being asked to generate and evaluate explanatory models of phenomena.

Attachment	Size
Complete conference paper (PDF)	1.09 MB

stephens-2006dim

lstephens — Tue, 13 Apr 2010 00:17:51 +0000

Evidence for dynamic imagery during model construction in classroom discussions

Stephens, A. Lynn
Clement, John J.

(2006)

Poster presentation at American Association of Physics Teachers 2006 Summer Meeting (AAPT), Syracuse, NY.

stephens-2009uec

lstephens — Tue, 13 Apr 2010 00:14:26 +0000

Use of extreme cases by experts and students as a learning strategy

Stephens, A. Lynn
Clement, John J.

(2009)

Conference paper presented at the 2009 Annual Meeting of the American Educational Research Association (AERA), San Diego, CA.

We present evidence from videotape transcripts for the productive use of extreme case reasoning by both scientifically trained experts and students. Extreme cases appear to be a powerful method for making inferences about physical systems but the origin of their power is difficult to explain. Spontaneous gestures and other imagery indicators provide evidence that they can involve the use of imagery in mental simulations as a possible source of power. The study identifies a reasoning process that can contribute to theory construction in scientists, and suggests that it may involve imagery and simulation in a central way. It attempts to describe an active nonformal reasoning process that students can do with some scaffolding, and outlines some of its strengths and limitations.

Attachment	Size
Complete conference paper (PDF)	1.24 MB

stephens-2009esr

lstephens — Tue, 13 Apr 2010 00:09:22 +0000

Expert scientific reasoning processes and imagery: Case studies of high school science classes

Stephens, A. Lynn
Clement, John J.

(2009)

Conference paper accompanying a poster presentation at the 2009 Annual Meeting of the American Educational Research Association (AERA), San Diego, CA.

Evidence is discussed for the spontaneous use of three types of scientific reasoning by high school students in whole class discussions. In two case studies, we identify multiple instances of students generating analogies, extreme cases, and Gedanken experiments and document their predominant association with spontaneous depictive gestures. Most were associated with gestures that appeared to depict motion or force, which are interpreted here as indicators of the use of animated mental imagery. We believe these issues warrant further study because it is possible that these processes, along with depictive gestures, allow students to share visual or kinesthetic meanings situated in exemplars in a way that allows the discussion to make sense to a greater number of students.

Attachment	Size
Complete conference paper (PDF)	1.87 MB

stephens-2009spt

lstephens — Tue, 13 Apr 2010 00:02:37 +0000

Spontaneous and planned thought experiments during whole class discussions: Use of teacher- and student-generated TEs in high school science

Stephens, A. Lynn

(2009)

Presentation at the International History and Philosophy of Science Teaching Group Tenth International Conference (IHPST), Notre Dame, South Bend, IN.

stephens-2009ecr

lstephens — Mon, 12 Apr 2010 23:39:09 +0000

Extreme case reasoning and model based learning in experts and students

Stephens, A. Lynn
Clement, John, J.

(2009)

Proceedings of the 2009 Annual Meeting of the National Association for Research in Science Teaching (NARST), Garden Grove, CA.

As part of a larger investigation into the kinds of reasoning processes experts and students use during model-based learning, this study investigates the use of one such process, extreme case reasoning. We asked whether evidence for the generation and use of extreme cases by experts and by students could be documented from case studies, and if so, whether this might be associated with the use of dynamic mental imagery. To do this we analyzed videotapes of (1) scientifically trained experts and (2) secondary physics classroom discussions. In the episodes presented, there is evidence that: experts can generate creative test cases for extreme case reasoning when engaged in mental modeling and can then use the process to reason about important steps in problem solving; students can generate creative test cases for extreme case reasoning when engaged in mental modeling, and can then used the process to reason about important conceptual issues. There is evidence that experts and students can make use of mental imagery when engaged in extreme case reasoning and that at least some of this imagery is dynamic in nature. We conclude that there is case study evidence that extreme case reasoning can contribute to theory construction in scientists and in students, and that this non-formal reasoning process may involve mental imagery and simulation in a central way.

Attachment	Size
Complete conference paper (PDF)	1.17 MB

stephens-2012rte

lstephens — Mon, 12 Apr 2010 23:24:33 +0000

The role of thought experiments in science and science learning

Stephens, A. Lynn
Clement, John, J.

(2012)

In B. Fraser, K. Tobin, & C. McRobbie (Eds.), Second International Handbook of Science Education: Springer International Handbooks of Education, Vol 24, Part 2 (pp. 157-175). Dordrecht: Springer.

This chapter will (1) briefly review selected studies examining the nature of thought experiments in science; (2) review previous studies on the role that thought experiments can play in science instruction; (3) give case study examples of thought experiments (TEs) proposed by both teachers and students and the en-suing classroom discussions. We discuss several definitions for the term thought experiment and examine methods that have the potential to illuminate issues such as the following: students can generate their own TEs as well as discuss ones pro-posed by the teacher; students give evidence of using imagery during TEs as indi-cated by certain imagery indicators; one can track how a TE spreads “conta-giously” between students in a discussion and how it is modified and improved in the process. We will conclude that student TEs can be similar to expert TEs in many ways and raise possible factors that make teacher generated TEs foster stu-dent discussion and sense making.

Permalink(s): Original publication available at www.springerlink.com

DOI(s): 10.1007/978-1-4020-9041-7_13

Attachment	Size
StephensClementTE.pdf	1.31 MB