Not engaging with problems in the lab: Students’ navigation of conflicting data and models

With the adoption of instructional laboratories that require students to make their own decisions, there is a need to better understand students’ activities as they make sense of their data and decide how to proceed. In particular, understanding when students do not engage productively with unexpect...

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Autores principales:	Anna McLean Phillips, Meagan Sundstrom, David G. Wu, N. G. Holmes
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2021
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/1363856a76cd47acb78f0af0f3a6d4de
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spelling	oai:doaj.org-article:1363856a76cd47acb78f0af0f3a6d4de2021-12-02T18:45:14ZNot engaging with problems in the lab: Students’ navigation of conflicting data and models10.1103/PhysRevPhysEducRes.17.0201122469-9896https://doaj.org/article/1363856a76cd47acb78f0af0f3a6d4de2021-08-01T00:00:00Zhttp://doi.org/10.1103/PhysRevPhysEducRes.17.020112http://doi.org/10.1103/PhysRevPhysEducRes.17.020112https://doaj.org/toc/2469-9896With the adoption of instructional laboratories that require students to make their own decisions, there is a need to better understand students’ activities as they make sense of their data and decide how to proceed. In particular, understanding when students do not engage productively with unexpected data may provide insights into how to better support students in more open-ended labs. We examine video and audio data from groups within a lab session where students were expected to find data inconsistent with the predictions of two models. In prior work, we examined the actions of the four groups that productively grapple with this designed problem. Here, we analyze the engagement of the three groups that do not. We conducted three phases of analysis: (1) documenting large scale behaviors and time spent in on-topic discussion, (2) analyzing interactions with the teaching assistant, and (3) identifying students’ framing—their expectations for what is taking place—when they were discussing their data. Our phase 1 and 2 analyses show only minor differences between the groups that engaged with the problem and those that did not. Our phase 3 analysis demonstrated that the groups that did not engage with the problem framed the lab activity as about confirming a known result or as a series of hoops to jump through to fulfill assignment requirements. Implications for instruction include supporting teaching assistants to attend to students’ framing and agency within laboratory classrooms.Anna McLean PhillipsMeagan SundstromDavid G. WuN. G. HolmesAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Physics Education Research, Vol 17, Iss 2, p 020112 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Special aspects of education LC8-6691 Physics QC1-999 Anna McLean Phillips Meagan Sundstrom David G. Wu N. G. Holmes Not engaging with problems in the lab: Students’ navigation of conflicting data and models
description	With the adoption of instructional laboratories that require students to make their own decisions, there is a need to better understand students’ activities as they make sense of their data and decide how to proceed. In particular, understanding when students do not engage productively with unexpected data may provide insights into how to better support students in more open-ended labs. We examine video and audio data from groups within a lab session where students were expected to find data inconsistent with the predictions of two models. In prior work, we examined the actions of the four groups that productively grapple with this designed problem. Here, we analyze the engagement of the three groups that do not. We conducted three phases of analysis: (1) documenting large scale behaviors and time spent in on-topic discussion, (2) analyzing interactions with the teaching assistant, and (3) identifying students’ framing—their expectations for what is taking place—when they were discussing their data. Our phase 1 and 2 analyses show only minor differences between the groups that engaged with the problem and those that did not. Our phase 3 analysis demonstrated that the groups that did not engage with the problem framed the lab activity as about confirming a known result or as a series of hoops to jump through to fulfill assignment requirements. Implications for instruction include supporting teaching assistants to attend to students’ framing and agency within laboratory classrooms.
format	article
author	Anna McLean Phillips Meagan Sundstrom David G. Wu N. G. Holmes
author_facet	Anna McLean Phillips Meagan Sundstrom David G. Wu N. G. Holmes
author_sort	Anna McLean Phillips
title	Not engaging with problems in the lab: Students’ navigation of conflicting data and models
title_short	Not engaging with problems in the lab: Students’ navigation of conflicting data and models
title_full	Not engaging with problems in the lab: Students’ navigation of conflicting data and models
title_fullStr	Not engaging with problems in the lab: Students’ navigation of conflicting data and models
title_full_unstemmed	Not engaging with problems in the lab: Students’ navigation of conflicting data and models
title_sort	not engaging with problems in the lab: students’ navigation of conflicting data and models
publisher	American Physical Society
publishDate	2021
url	https://doaj.org/article/1363856a76cd47acb78f0af0f3a6d4de
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Not engaging with problems in the lab: Students’ navigation of conflicting data and models

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