Raffinement progressif des hypothèses dans les recherches utilisant un support vidéo

Engle, Randi A.; Conant, Faith R.; Greeno, James G.

doi:10.4000/books.editionsmsh.1967

Cited by 5 publications

(6 citation statements)

References 19 publications

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“…The data for this study comes from three laboratory sections of the algebra-based introductory mechanics course. We collected over 140 hours of classroom video for another project, from which we selected one 2.5-hour video of a class session for more open-ended analysis because students showed striking affective signs of engagement [9] that were exciting to watch [10]. In this class session, groups worked collaboratively on a task that asked them to design and perform two independent measurements of the coefficient of friction between their IOLab and a smooth wooden board.…”

Section: Methodsmentioning

confidence: 99%

“…To focus our analysis on the most relevant selections of the data, we used multiple cycles of analysis at decreasing grain sizes [11]. At each grain size, the first author developed representations of their interpretation such as content logs, diagrams, and transcripts [9,11,12]. These were shared with the second author and another collaborator, with whom they were refined and used to develop arguments.…”

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

"Eureka!" "That's funny...": Problematization and value in two classroom epiphanies

Ehrlich

Selen²

2019

2018 Physics Education Research Conference Proceedings

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Recent work in epistemic affect contends that students' affect during inquiry is entangled with their cognition. Epistemic affect affords a lens through which to uncover the etiology of epiphanies, in which a cognitive leap co-occurs with an expression of positive affect. Using video data from a minimally structured physics laboratory classroom, we examine how student problematization (cognition about problems as problems) couples to their excitement. Analysis reveals two connections. First, problematization can set the stage for a future excited realization (an "Archimedean epiphany"). Second, a problem can itself be an excited realization (an "Asimovian epiphany"). We posit that, in both cases, students' attribution of value mediates the connection between cognition and affect: when students frame a certain kind of idea as valuable and then have an idea of that kind, they feel good about it. We conclude by discussing implications for design and facilitation. TA: (reads whiteboard) "We are legit." You are legit. Aliya: (laughing) Forgot I wrote that. Connor: We just made a major discovery. TA: I'd love to hear it! Aliya: That was like great timing. Connor: (tells the story of the miscalibration discovery while Aliya and Sal face the TA). .. and we realized that [the accelerometer is] not exactly at zero,. .. TA: Oh! Why do you think that is?

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

"Eureka!" "That's funny...": Problematization and value in two classroom epiphanies

Ehrlich

Selen²

2019

2018 Physics Education Research Conference Proceedings

View full text Add to dashboard Cite

show abstract

“…Second, in the original grounded analysis of the video data there was evidence that Lisa sometimes partitioned in an atypical way, in which her partitioning strategies led to incorrectly partitioned shapes (Lewis, 2014). As is often the case in qualitative researchparticularly for video datathe unanticipated patterns within the data can suggest the most promising analytic paths to pursue (Engle, Conant, & Greeno, 2014;Schoenfeld, 2010). Therefore, a more systematic analysis, specifically focused on Lisa's partitioning activities, was warranted despite the fact that systematically exploring the student's partitioning activities was not the original goal of this research.…”

Section: The Current Studymentioning

confidence: 99%

“…En segundo lugar, en el análisis original de los datos obtenidos a través de vídeos se pudo obtener evidencia de que, en algunas ocasiones, Lisa dividía de un modo atípico y que sus estrategias de partición producían particiones incorrectas (Lewis, 2014). Como suele ser el caso en las investigaciones cualitativas, y en particular de datos obtenidos a partir de vídeos, los inesperados patrones que surgen de los datos sugieren prometedoras sendas de investigación analítica (Engle, Conant, & Greeno, 2014;Schoenfeld, 2010). Por tanto, era necesario realizar un análisis más sistemático centrado especialmente en las actividades de partir realizadas por Lisa, a pesar de que la exploración dichas actividades no había sido el propósito original de la investigación.…”

Section: El Presente Estudiounclassified

Understanding mathematical learning disabilities as developmental difference: a fine-grained analysis of one student’s partitioning strategies for fractions /Las discapacidades para el aprendizaje de las matemáticas como diferencia en el desarrollo: un análisis detallado de las estrategias de una estudiante al partir enteros para obtener fracciones

Lewis

2016

Infancia y Aprendizaje

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Research has documented that children's informal partitioning activity (i.e., splitting a whole into equal parts) serves as the foundation for the development of rational number understanding. Although developmental studies have suggested that partitioning skills are mastered by late childhood, it is unknown if this holds true for students with disabilities. Research has yet to document when and how students with disabilities develop these foundational skills. This study examined the partitioning activity of one adult student with a mathematical learning disability during one-on-one videotaped tutoring sessions. A fine-grained analysis revealed that although the student shifted from a less sophisticated strategy to a more sophisticated strategy over the course of the sessions, both strategies led to difficulties. Furthermore, the student's partitioning strategies directly contributed to her difficulties understanding and representing fractions. This case study supports the notion that students' partitioning activities are intimately linked to their ability to conceptualize fractional quantities, but suggests that typical developmental progressions are an inappropriate model for students with mathematical learning disabilities, who may develop in qualitatively different ways.

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“…We follow in the qualitative methodology tradition of progressive refinement of hypotheses [15]. We started by asking simply, "can we see evidence for mindset in interview data?"…”

Section: Development Of Coding Schemementioning

confidence: 99%

Mindset in Context: Developing New Methodologies to Study Mindset in Interview Data

Little¹,

Sawtelle²,

Humphrey³

2016

2016 Physics Education Research Conference Proceedings

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Raffinement progressif des hypothèses dans les recherches utilisant un support vidéo

Cited by 5 publications

References 19 publications

"Eureka!" "That's funny...": Problematization and value in two classroom epiphanies

"Eureka!" "That's funny...": Problematization and value in two classroom epiphanies

Mindset in Context: Developing New Methodologies to Study Mindset in Interview Data

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