Visualizing Complexity in Science Classroom Learning Environments

1
Visualizing Complexity in Science Classroom
Learning Environments

• Carol Stuessy, Texas AM University

2
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.

3
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

4
What is the Multiple Representations Model?
5
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)

6
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

7
(No Transcript)
8
What is the Science Classroom Observation
Protocol System?
9
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)

10
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

11
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

12
 
Sample Script of Two Segments
13
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)

14
1 RD Reception and Direction  
2 PI Performance and Initiative
15
     
 
16
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

17
Features of SCOP data used to characterize
science lessons

• FLOW
• REPRESENTATION PATTERNS
• Symbolic
• Pictorial
• Manipulative (Hands-On)
• STUDENT CENTEREDNESS
• BALANCE
• COMPLEXITY

18
Feature III Profile Interpretation

• Flow
• Balance
• Complexity
• Representations
• Overall Lesson Coherence

19
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

20
San Antonio
21
Comparison of Two Teachers by Traditional
Instrument
A-9 B-9
Teacher
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 gt 15

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
22
Legend
Receiving or performing using Pictures
Student-Centeredness
Receiving or performing using Manipulatives
Receiving or performing using Symbols
Figure 3. Profiles of urban classrooms
constructed for a pilot study of urban middle
school science teachers. See Stuessy, Foster,
Knight (2002).
23
SCOPS Classroom Profiles

Classroom A-9
Classroom B-9
24
Flow and Balance
A-9
B-9

• 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 gt Shared and 0 Student
  Directed

• Flow from more teacher-directed to
  student-directed activities
• About 1/3 Teacher Directed, 1/3 Shared, 1/3
  Student Directed
• Balance about

25
Complexity Ranges and Time

• A-9
• Maximums
• Receiving 10 (20)
• Responding 16 (35)
• Minimums
• Receiving 2 (35)
• Responding 2 (10)

• B-9
• Maximums
• Receiving 8 (8)
• Responding 7 (38)
• Minimums
• Receiving 4 (20)
• Responding 2 (25)

26
15
26
Representations and Ranges

• A-9 Receiving
• Symbolic 100 (1-3)
• Objects - 25 (2-3)
• A-9 Responding
• Symbolic 100 (1-5)
• Objects 25 (1-6)

• B-9 Receiving
• Symbolic 100 (1-2)
• Objects 8 (2)
• Pictures 50 (1-2)
• B-9 Responding
• Symbolic 100 (1-2)
• Objects 8 (1)
• Pictures 50 (1-2)

27
Coherence
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

• Flow
• Balance
• Complexity
• Representations

28
Uses

• Research tool
• Preservice teacher preparation
• Inservice teacher preparation and/or enhancement

29
Legend
Receiving or performing using Pictures
Student-Centeredness
Receiving or performing using Manipulatives
Receiving or performing using Symbols
Figure 3. Profiles of urban classrooms
constructed for a pilot study of urban middle
school science teachers. See Stuessy, Foster,
Knight (2002).
30
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

31
Houston Example B
San Antonio Example A
32
100 80 60 40 20 0
TIME SEGMENT ()
16 12 8 4
0 4 8 12
16
Receiving/Direction
Performing/Initiating
COMPLEXITY
Profile 4A, Sea Turtles
33
100 80 60 40 20 0
TIME SEGMENT ()
16 12 8 4
0 4 8 12
16
Receiving/Direction
Performing/Initiating
COMPLEXITY
Profile 4B, Bony Fish
34
100 80 60 40 20 0
TIME SEGMENT ()
16 12 8 4
0 4 8 12
16
Receiving/Direction
Performing/Initiating
COMPLEXITY
Profile 4C, Shark Brain Dissection
35
The SCOPS has revealed

• Change as a result of mentoring
• Effective use as a mentoring tool
• Effective, informative use as a research tool

36
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

37
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

38
We also learned that . . .

• In research settings
• Pattern differences can be seen in classrooms
  where numerical data alone shows little
  differences