Chini, Carmichael, Rebello, Puntambekar: AAPT Summer 2009 (Talk)

Interview Room versus Classroom: How Do the Data Compare*?

Jacquelyn J. Chini, Adrian Carmichael, N. Sanjay Rebello
Kansas State University, Manhattan, KS 66506; USA

Sadhana Puntambekar
University of Wisconsin, Madison, WI 53706; USA

In our research, we often use data collected during teaching/learning interviews [1] to investigate student learning. While the teaching/learning interview is intended to model a natural learning environment, it is different than an actual classroom learning atmosphere. A teaching/learning interview typically involves one to four students working with one researcher/facilitator in an interview room. The interaction is audio and video recorded. These differences may potentially cause students to act differently than they would in their actual class. To investigate this possibility, we used the same instructional materials in a teaching interview and laboratory setting. The instructional materials were from the CoMPASS curriculum that integrates hypertext based concept maps with design-based activities [2]. All participants were enrolled in introductory concept-based physics. We will describe how the data collected in these two settings compare.

[1] Engelhardt, P.V., et al. The Teaching Experiment - What it is and what it isn't. in Physics Education Research Conference, 2003. 2003. Madison, WI.
[2] Puntambekar, S., A. Stylianou, and R. Hübscher, “Improving navigation and learning in hypertext environments with navigable concept maps.” Human-Computer Interaction, 2003. 18: p. 395-428.

*This work is funded in part by the U.S. Department of Education, Institute of Education Sciences, Award # R305A080507

Chini, Carmichael, Rebello, Puntambekar: AAPT Summer 2009 (Poster)

Can Simulations Replace Hands-on Experiments in Mechanics Too?*

Jacquelyn J. Chini, Adrian Carmichael, N. Sanjay Rebello
Kansas State University, Manhattan, KS 66506; USA

Sadhana Puntambaker
University of Wisconsin, Madison, WI 53706; USA

It has previously been demonstrated [1] that an appropriately designed simulation can be more effective than analogous hands-on activities in the context of circuits. Circuits involve microscopic phenomenon, such as the movement of electrons, which can be modeled more clearly by a computer than real equipment. Will simulations be more effective than hands-on activities in other contexts, too? We investigated whether simulations could effectively replace hands-on experiments in a unit on inclined planes from the CoMPASS curriculum, which integrates hypertext concept maps with design-based activities [2]. Three sections of an introductory physics laboratory completed hands-on experiments, and two sections completed the same experiment in simulation. Students who used the simulations performed statistically significantly better on the post-test than students who completed the hands-on experiments.

[1] Finkelstein, N.D., et al., “When learning about the real world is better done virtually: A study of substituting computer simulations for laboratory equipment.” PRST-PER, 2005. 1: p. 010103.[2] Puntambekar, S., A. Stylianou, and R. Hübscher, “Improving navigation and learning in hypertext environments with navigable concept maps.” Human-Computer Interaction, 2003. 18: p. 395-428.

*This work is funded in part by the U.S. Department of Education, Institute of Education Sciences, Award # R305A080507.

Chini, Carmichael, Rebello, Puntambekar: PERC 2009

Does the Teaching/Learning Interview Provide an Accurate Snapshot of Classroom Learning?

Jacquelyn J. Chini, Adrian Carmichael, and N. Sanjay Rebello
Kansas State University, Manhattan, KS 66506; USA

Sadhana Puntambekar
University of Wisconsin, Madison, WI 53706; USA

The teaching/learning interview has been used to investigate student learning. The aim of the teaching/learning interview is to model a natural learning environment while allowing more direct access to a student’s or group’s thinking and reasoning. The interview typically involves one to four students working with a researcher/interviewer while being audio and video recorded. It has previously been reported [1] that the data collected in a teaching/learning interview is richer in detail than data collected in an actual classroom. We investigated the possibility that there were also other differences between these formats. We used the same instructional materials as well as pre-, mid- and post-tests in a teaching/learning interview and in a classroom laboratory setting. We will describe how the data collected in these two settings compare.

1. D. L. McBride, “Concept Categorization Analysis: Comparing Verbal and Written Data” in American Association of Physics Teachers Winter Meeting, Chicago, IL, 2009

**This work is funded in part by U.S. Department of Education, Institute of Education Sciences Award R305A080507.