PERC 2016 Abstract Detail Page
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| Abstract Title: | "I have a good idea!": Insights from video analysis that count even if they cannot be counted |
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| Abstract: | Instructors often use engineering design projects to provide students with opportunities to make sense of physics concepts, but do students take them up in this way? I will report on research that approached this question via two contrasting methods: a code-oriented approach based on a classroom observation protocol as well as an insight-oriented approach based on video analysis (Scherr, 2009). The code-oriented approach revealed a rare moment of scientific sense-making during a 6th-grade pneumatics project in which a vocal male student reported having a "good idea." The insight-oriented approach of this good idea revealed that the idea was not Roger's alone – a quieter female student had made a subtle yet substantive contribution that went uncounted. This case illustrates how code-oriented approaches can complement insight-oriented video analysis, while highlighting how some insights can emerge more readily from video data than code counting, with implications for equity in engineering and science classrooms. |
| Abstract Type: | Symposium Talk |
| Parallel Session: | Methodologies for Video-Based Research in PER |
Author/Organizer Information | |
| Primary Contact: |
Luke Conlin Stanford University |
