Sofie TidemandResearch Assistantcedric.linder@physics.uu.se

ContactJens DolingProfessormats.lindahl@lnu.se

Jesper BruunAssistant Professorjbruun@ind.ku.dkDepartment of Science EducationDepartment of Science EducatioDepartment of Science EducatiodFaculty of ScienceFaculty of ScienceFaculty of ScienceUniversity of CopenhagenUniversity of UppsalaLinnæus University

Selected References[1] Rosvall, M., & Bergstrom, C. T. (2008). Maps of random walks on complex networks reveal community structure. Proceedings of the National Academy of Sciences, 105(4), 1118-1123.[2] Masucci, A. P., & Rodgers, G. J. (2006). Network properties of written human language. Physical Review E, 74(2), 026102. [3] Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101. [4] Bruun, J. (2012). Networks in physics education research: A theoretical, methodological and didactical explorative study.IND Skriftserie, 28. Copenhagen: Department of Science Education.[5] A computational study of commonsense science: An exploration in the automated analysis of clinical interview data. Journal of the Learning Sciences, 22(4), 600-638.

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For 25 SADs

Raw data

Focus ofAnalysis

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Typology of dialogue structures

Student participation

SSRF Relation to typology

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Studentself-reflections

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TTform Relation to typology

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Peer feedbacksession

Student self-reflections

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Structured Assessment Dia logue (SAD)Link ing s t ructure in teacher-s tudent d ia logue to s tudent se l f -assessmentJ.Dolin*, J. Bruun*, C.F. Correia**, C. Harrison**, S.Tidemand*, S.B. Jensen**, S.S. Nielsen*, and P. Niemienen**** University of Copenhagen, **King’s College London, ***University of Jyväskylä

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Network methodology, data collection, design: J. Bruun (jbruun@ind.ku.dk)Questions about Finnish data: P. Niemienen (pasi.k.nieminen@jyu.fi)Questions about UK data: C. F. Correia (catarina.filipe.correia@gmail.com)

General information, assessment design: J.Dolin (dolin@ind.ku.dk)

Contact information

Coding, data collection: S. Tidemand (sofie.tidemand@ind.ku.dk)

Selected referencesDysthe, O. (1996). The Multivoiced Classroom Interactions of Writing and Classroom Discourse. Written communication, 13(3), 385-425.Bruun, J. (2012). Networks in Physics Education Research (Doctoral dissertation, Ph. D. thesis, University of Copenhagen).Rosvall, M., & Bergstrom, C. T. (2008). Maps of random walks on complex networks reveal community structure. Proceedings of the National Academy of Sciences, 105(4), 1118-1123.

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Constructing dialogue maps Research Question: How are struc- tures in dialogue maps related to student self-assessment and ability to identify next steps in learning?

Structural similarities in dialogue maps helps define typology of dialogues

The in-classsetup

Simple dialoguesComplex dialogues Similarity network

Schematic of the SAD ritual

The raw data and its intended use

Similarities are calculatedbased on network measures

Each colorrepresents a group of groupof dialogues that are similar

Groups determined through

community detectionGroups determined through

community detection

- Designed to combine formative and summative assessment of inquiry competences

- Students should feel able to use SADs to assess own learning needs

- Built on existing teacher practices with regards to teacher-led dialogues

- Both from a student and a teacher point of view

T_NoTG_TInvitation_TOutside Criteria_NS_NoSG_NoSD_NoSC

T_NoTG_TInvitation_TCriterion 1aNS_NoSG_NoSD_NoSC

NT_NoTG_NoTD_NoTC S_NoSG_SLower order Statement_SCriterion 1a

NT_NoTG_NoTD_NoTC S_SOther_SLower order Statement_SCriterion 1a

NT_NoTG_NoTD_NoTC S_NoSG_SHigherorder Statement_SCriterion 1a

NT_NoTG_NoTD_NoTC S_NoSG_SStudent questions/non-understanding_SOutside criteria

T_NoTG_TLower order Question_TCriterion 1a_S_NoSG_SHigher order Statement_SCriterion 1a

Colours highlight different aspects of what was coded for. Here, student active (green), teacher active (red), or both active (yellow).

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How helpful was the student−teacher dialogue in helping me determine next steps in my learning?

The goal is to couple patterns in quantiative student reflections (like the bar graphabove) and in qualitative reflections with dialogue types.