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

What is the Multiple Representations Model?

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

What is the Science Classroom Observation

Protocol System?

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

San Antonio

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).

Classroom A-9 Classroom B-9

SCOPS Classroom Profiles

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

Uses

Research tool Preservice teacher preparation Inservice teacher preparation and/or

enhancement

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

San Antonio –Example  A

Houston – Example  B

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

We also learned that . . .

In research settings

Pattern differences can be seen in classrooms where numerical data alone shows little differences