Post on 31-Dec-2015
Visualizing Complexity in Science Classroom Learning
Environments
Carol Stuessy, Texas A&M University
Purpose of the Study
To develop an observation instrument that characterizes interactive learning environments in terms of their complexity, interactions, and levels of information received and constructed by learners.
What are our purposes today?
To briefly review the Multiple Representations Model, which provides the foundation for the development of the Science Classroom Observation Profile (SCOPS)
To review the features of the SCOPS To display and compare examples of SCOPS
profiles in a research setting and a mentoring setting
The Multiple Representations Model
Identifies external representations used by both scientists and learners to “make sense” of natural phenomena
Shows relationships between and among external representations as they can be used to produce external models of these phenomena
Shows interactions between external representations and the cognitive construction of internal representations (i.e., mental models)
For Use in Preservice Science Teacher Preparation
To assist preservice teachers in understanding the relationship between
External Representations
Hands-on, Pictures, Symbols
Internal Representations
Generalizations, Mental Models
symbolic
iconic
build
build
build
are interpreted
are interpreted
are interpreted
enac tive
symbolic
iconic
Natural and Designed
World
Generalizing (Schemas, M ental
Objects, Mental Models)
Manipulating Hands-On Experience
Symbolizing (Words, Numbers)
Pictorializing Pictures, Maps, Charts, Graphs
External Representations
Concrete Models with Objec ts,
Events , Symbols and/or Pictures
Internal Representations
Interpr etati ons Translations Interac tions
Natural and Designed
World
Distinguishing Features of the SCOPS
Minute-by-minute classroom observation records
Synthesis of data in visual, two-dimensional profiles
Visual profiles operationalize new lexicon of complex patterns (i.e., flow, complexity, representations)
Feature I – Minute-by-Minute Observation
As the activity of the learners changes, the segment changes
Each lesson therefore has a number of segments
Each segment of instruction is characterized by Length in minutes Scripts Codes
Segments and Scripts
Beginning and end of each segment are timed
Time of each segment is converted to a % of entire lesson
Number of segments vary lesson to lesson Scripts explain what the teacher does Scripts explain what the students receive Scripts explain what the students do
Seg
St-Centr What the Student Receives How the Student Responds
R&D
P&I
Receiving Obj Sym Pict Responding Obj Sym Pic
1(10
min.)
5 1 Instructions on task from the teacher: to sequence number cards consisting of words, decimals, and fractions; teacher holds up cards, which have numbers and words on them; demonstrates how cards would be placed in order on a number line
1 4 Students listen to teachers’ instructions and view the types of number cards as the teach holds them up; they observe the teacher place the sequence of cards on the number line in ascending order
1 1
2(20
min.)
3 3 Pairs of students acquire cards and discuss arrangements with each other
1 5 Pairs of students arrange cards in order from smallest to largest
4 4
Sample Script of Two Segments
Coding
Instructional strategies Representations of what students
receive and what students do during the segment Symbolic (letters and/or numbers) Pictorial (graphs, pictures, charts) Objects (3-dimensional manipulatives)
R&D1
P&I2
Description of Strategy
Example
5 1 Individual students listen as the teacher or another student talks to entire group; students read
Direct instruction models; silent reading
4 2Individual students respond orally or in writing to questions asked by the teacher, in whole group
Question and answer; discussion led by teacher
3 3Students in pairs or in small groups work together under the teacher’s supervision – with discussion; all groups do basically the same task
Students complete tasks as outlined by teacher; cookbook/verification labs; cooperative learning models
2 4
Groups of students and/or individual students work on different tasks, loosely supervised by the teacher, with the teacher supporting separate groups’ completion of tasks
Groups of students complete different tasks with assistance by teacher as needed
1 5Students in pairs or small groups discuss and formulate plans, work with little teacher supervision
Open-ended lab or project work
0 6Individual students formulate plans and carry out plans independently (with minimal teacher input)
Individualized laboratory, computer or seat work
Level
Actions of Students in
Receiving and/or Performing withSymbols, Pictures, and Manipulatives
Replicate1
Listen to, attend to, observe, manipulate, count, record, recall, measure, reproduce, show, demonstrate, show
2
Identify, give examples, explain, describe, clarify, interpret, calculate, collect information, document, duplicate a pattern
Rearrange/Transform
3
Organize, compare, group, sort, sequence, balance, classify, take things apart, recognize patterns
4
Choose, decide, differentiate, distinguish, put parts together to make a whole, arrange into patterns
Generate/Create
5
Connect, relate, infer, predict, plan, hypothesize, make analogies
6
Analyze, evaluate, summarize, conclude, construct from scratch, design, model
Feature II – Visual Profiles
Progression of the lesson from beginning to end
Length of each segment and characterization
Characterizations Instructional strategy Types of representations received Types of representations constructed
Features of SCOP data used to characterize science lessons
FLOW REPRESENTATION
PATTERNS Symbolic Pictorial Manipulative (Hands-On)
STUDENT CENTEREDNESS
BALANCE COMPLEXITY
16 12 8 4 0 4 8 12 16
Receiving/Direction Performing/Initiating
100
80
60
40
20
0
COMPLEXITY
TIM
E S
EG
ME
NT
(%)
Student Centeredness
1,5
4,2
2,4
5,1
Pictorial Representations
Manipulating Objects Symbolic
Representations (Numbers, Words)
Feature III – Profile Interpretation
Flow Balance Complexity Representations Overall Lesson Coherence
Methods
Pilot study Two secondary science classrooms were
observed and videotaped Videotapes were analyzed using the
SCOPS SCOPS were used to compare and
contrast the two similar San Antonio classrooms
Comparison of Two Teachers by Traditional Instrument
Explanation 40* 30
Discussion 20 0
Demonstration 30 10
Management 30 20
Discipline 0 10
With Small Group 40 30
With Large Group 50 60
Alone 10 10
A-9 B-9Teacher Student A-9 B-9
Writing 20 5
Listening/Watching 45 35
Discussion 0 18
Manipulating 15 12
Off Task 20 30
•Percentages of Time
•Bold represents > 15%
Student-Centeredness
Receiving or performing using Symbols
Receiving or performing using Pictures
Receiving or performing using Manipulatives
Legend
Figure 3. Profiles of urban classrooms constructed for a pilot study of urban middle school science teachers. See Stuessy, Foster, & Knight (2002).
Flow and Balance
Flow from more teacher-directed to student-directed activities
About 1/3 Teacher Directed, 1/3 Shared, 1/3 Student Directed
Balance about =
Flow from more teacher-directed to shared back to teacher-directed
About 2/ 5 Teacher Directed, 2/ 5 Shared, 1/5 Teacher Directed
Balance unequal, Teacher > Shared and 0 Student Directed
A-9 B-9
Complexity Ranges and % Time
A-9 Maximums
Receiving – 10 (20%)
Responding – 16 (35%)
MinimumsReceiving – 2 (35%)
Responding –2 (10%)
B-9Maximums
Receiving – 8 (8%)
Responding – 7 (38%)
Minimums
Receiving – 4 (20%)
Responding – 2 (25%)
26 15
Representations and Ranges
A-9 ReceivingSymbolic – 100% (1-3)
Objects - 25% (2-3)
A-9 RespondingSymbolic – 100% (1-5)
Objects – 25% (1-6)
B-9 ReceivingSymbolic – 100% (1-2)
Objects – 8% (2)
Pictures – 50% (1-2)
B-9 RespondingSymbolic – 100% (1-2)
Objects – 8% (1)
Pictures – 50% (1-2)
Coherence
Flow
Balance
Complexity
Representations
A-9 shows more range in student-centeredness and flow from teacher to student
A-9 was equally balanced in student-centeredness; B-9 was not
A-9 had greater maximums with greater time spend in receiving higher levels of instruction
A-9 used two representations; B-9 used 3
Student-Centeredness
Receiving or performing using Symbols
Receiving or performing using Pictures
Receiving or performing using Manipulatives
Legend
Figure 3. Profiles of urban classrooms constructed for a pilot study of urban middle school science teachers. See Stuessy, Foster, & Knight (2002).
Fish Sequence Example
Alternative certification candidate Degreed in biology On-the-job training Three lessons mediated by university
faculty mentor SCOPS used in observing classroom and
follow-up mentoring
16 12 8 4 0 4 8 12 16
Receiving/Direction Performing/Initiating
100
80
60
40
20
0
COMPLEXITY
Profile 4A, Sea Turtles
TIM
E S
EG
ME
NT
(%
)
16 12 8 4 0 4 8 12 16
Receiving/Direction Performing/Initiating
100
80
60
40
20
0
COMPLEXITY
Profile 4B, Bony Fish
TIM
E S
EG
ME
NT
(%
)
16 12 8 4 0 4 8 12 16
Receiving/Direction Performing/Initiating
100
80
60
40
20
0
COMPLEXITYProfile 4C, Shark Brain Dissection
TIM
E S
EG
ME
NT
(%
)
The SCOPS has revealed
Change as a result of mentoring Effective use as a mentoring tool Effective, informative use as a research
tool
Current Research Explores
Differences in patterns in effective and ineffective lessons
Flow patterns in effective lessons which appear to be opposite those of ineffective lessons
Use of multiple representations in more effective lessons
Differences in closure and complexity
What we are learning about the SCOPS
Can be used to compare classrooms on measures of importance in science
Communicates by visualizing classroom coherence
Visually represents abstract concepts, such as complexity, flow, representations
Communicates the interactivity of lesson design Provides a rich vocabulary and specific lexicon