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Novice Science Teachers' Thinking About the Purpose of Teachers' Questions
Title
Novice Science Teachers' Thinking About the Purpose of Teachers' Questions.
Creator
Crittenden, Gwyndolyn, Jeanpierre, Bobby, University of Central Florida
Abstract / Description
Effective teacher questioning during whole group instruction remains an important pedagogy in science education, especially the importance of helping novice teachers to guide student thinking using effective questions. This study examined how novice secondary science teachers' understand the relationship between student thinking and teacher questioning. The sample was seven novice secondary science teachers' enrolled in the University of Central Florida's job embedded Resident Teacher...
Show moreEffective teacher questioning during whole group instruction remains an important pedagogy in science education, especially the importance of helping novice teachers to guide student thinking using effective questions. This study examined how novice secondary science teachers' understand the relationship between student thinking and teacher questioning. The sample was seven novice secondary science teachers' enrolled in the University of Central Florida's job embedded Resident Teacher Professional Preparation Program (RTP3). All participants received instruction and guided practice with the use of questions to elicit, probe, and challenge student ideas in the secondary science pedagogy class. Participants completed a questionnaire describing their teaching experience and science content knowledge. The primary data were think aloud interviews describing their thinking while observing two science instruction videos. Protocols, critical incident interviews, and field notes were transcribed and coded for analysis. Descriptive codes identified properly classified question types and the purpose or value of questions, student thinking, and student reaction to teacher questions. Pattern codes identified student engagement, feedback, wait time, and communication patterns. The think aloud used in this study provided insight into what the participants were thinking about the purposes of questions to elicit, probe, and challenge student ideas and gave insight into the decision process. Evidence from the protocol analysis provided insight about what the participants were thinking about the decisions made when attending to teacher questions and student thinking. All seven participants identified question types using language suggesting they understood the differences, but at a na(&)#239;ve level. Although participants used the correct language to show understanding of the question types, they had a fairly na(&)#239;ve understanding of the pedagogical purpose of the questions. This was especially true of the questions to elicit student ideas, but perhaps less true of the probing and challenging questions. The participants had more of a ritualistic understanding of the questions to elicit student ideas; they noticed them but perhaps did not have a deep understanding of this question type. Analyses of this study also revealed novice teachers learning is framed by the priorities of the public school system. All participants attended to teacher instruction, especially wait time and student engagement, while a few participants focused on feedback, praise, and higher- and lower-order questions. This study suggested school culture and the way teachers are now assessed may scaffold and support these teachers to have a more nuanced and sophisticated understanding of questioning and student thinking than has previously been reported for novice/beginning teachers. While some aspects of school culture and assessment may be problematic- i.e. wait time, feedback, praise, higher-order questions, etc.-on the whole it seems to be leading them in the right direction.
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Date Issued
2014
Identifier
CFE0005153, ucf:50690
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005153
LEVELS OF LINE GRAPH QUESTION INTERPRETATION WITH INTERMEDIATE ELEMENTARY STUDENTS OF VARYING SCIENTIFIC AND MATHEMATICAL KNOWLEDGE AND ABILITY: A THINK ALOUD STUDY
Title
LEVELS OF LINE GRAPH QUESTION INTERPRETATION WITH INTERMEDIATE ELEMENTARY STUDENTS OF VARYING SCIENTIFIC AND MATHEMATICAL KNOWLEDGE AND ABILITY: A THINK ALOUD STUDY.
Creator
Keller, Stacy, Biraimah, Karen, University of Central Florida
Abstract / Description
This study examined how intermediate elementary students' mathematics and science background knowledge affected their interpretation of line graphs and how their interpretations were affected by graph question levels. A purposive sample of 14 6th-grade students engaged in think aloud interviews (Ericsson & Simon, 1993) while completing an excerpted Test of Graphing in Science (TOGS) (McKenzie & Padilla, 1986). Hand gestures were video recorded. Student performance on the TOGS was assessed...
Show moreThis study examined how intermediate elementary students' mathematics and science background knowledge affected their interpretation of line graphs and how their interpretations were affected by graph question levels. A purposive sample of 14 6th-grade students engaged in think aloud interviews (Ericsson & Simon, 1993) while completing an excerpted Test of Graphing in Science (TOGS) (McKenzie & Padilla, 1986). Hand gestures were video recorded. Student performance on the TOGS was assessed using an assessment rubric created from previously cited factors affecting students' graphing ability. Factors were categorized using Bertin's (1983) three graph question levels. The assessment rubric was validated by Padilla and a veteran mathematics and science teacher. Observational notes were also collected. Data were analyzed using Roth and Bowen's semiotic process of reading graphs (2001). Key findings from this analysis included differences in the use of heuristics, self-generated questions, science knowledge, and self-motivation. Students with higher prior achievement used a greater number and variety of heuristics and more often chose appropriate heuristics. They also monitored their understanding of the question and the adequacy of their strategy and answer by asking themselves questions. Most used their science knowledge spontaneously to check their understanding of the question and the adequacy of their answers. Students with lower and moderate prior achievement favored one heuristic even when it was not useful for answering the question and rarely asked their own questions. In some cases, if students with lower prior achievement had thought about their answers in the context of their science knowledge, they would have been able to recognize their errors. One student with lower prior achievement motivated herself when she thought the questions were too difficult. In addition, students answered the TOGS in one of three ways: as if they were mathematics word problems, science data to be analyzed, or they were confused and had to guess. A second set of findings corroborated how science background knowledge affected graph interpretation: correct science knowledge supported students' reasoning, but it was not necessary to answer any question correctly; correct science knowledge could not compensate for incomplete mathematics knowledge; and incorrect science knowledge often distracted students when they tried to use it while answering a question. Finally, using Roth and Bowen's (2001) two-stage semiotic model of reading graphs, representative vignettes showed emerging patterns from the study. This study added to our understanding of the role of science content knowledge during line graph interpretation, highlighted the importance of heuristics and mathematics procedural knowledge, and documented the importance of perception attentions, motivation, and students' self-generated questions. Recommendations were made for future research in line graph interpretation in mathematics and science education and for improving instruction in this area.
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Date Issued
2008
Identifier
CFE0002356, ucf:47810
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002356
DIGITIZATION PROTOCOLS AND APPLICATIONS FOR LASER SCANNING HUMAN BONE IN FORENSIC ANTHROPOLOGY
Title
DIGITIZATION PROTOCOLS AND APPLICATIONS FOR LASER SCANNING HUMAN BONE IN FORENSIC ANTHROPOLOGY.
Creator
Filiault, Matthew, Schultz, John, University of Central Florida
Abstract / Description
In medico-legal investigations involving unidentified skeletal remains, forensic anthropologists commonly assist law enforcement and medical examiners in their analysis and identification. The traditional documentation techniques employed by the forensic anthropologist during their analysis include notes, photographs, measurements and radiographic images. However, relevant visual information of the skeleton can be lacking in morphological details in 2D images. By creating a 3D representation...
Show moreIn medico-legal investigations involving unidentified skeletal remains, forensic anthropologists commonly assist law enforcement and medical examiners in their analysis and identification. The traditional documentation techniques employed by the forensic anthropologist during their analysis include notes, photographs, measurements and radiographic images. However, relevant visual information of the skeleton can be lacking in morphological details in 2D images. By creating a 3D representation of individual bones using a laser-scanner, it would be possible to overcome this limitation. Now that laser scanners have become increasingly affordable, this technology should be incorporated in the documentation methodologies of forensic anthropology laboratories. Unfortunately, this equipment is rarely used in forensic anthropology casework. The goal of this project is to investigate the possible visualization applications that can be created from digitized surface models of bone for use in medico-legal investigations. This research will be achieved in two phases. First, examples of human bone as well as replicas of bone will be scanned using a NextEngine™ laser scanner. In conjunction with this will be the exploration and documentation of protocols for scanning different bone types and processing the scan data for creating a 3D model. The second phase will investigate how the resulting 3D model can be used in lieu of the actual remains to achieve improved documentation methodologies through the use of several commercial computer graphics programs. The results demonstrate that an array of visual applications can be easily created from a 3D file of bone, including virtual curation, measurement, illustration and the virtual reconstruction of fragmented bone. Based on the findings of this project, the implementation of laser scanning technology is recommended for forensic anthropology labs to enhance documentation, analysis and presentation of human bone.
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Date Issued
2012
Identifier
CFH0004287, ucf:44907
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004287