Students' Views of Field Trips
| Descriptive Title |
Code (or Subcode) |
Examples |
|---|---|---|
| Setting | S |
"in classroom you look at notes"; "different environment" |
| Pedagogy | P | "hands-on"; "getting material(s)";"different way to learn"; classroom = "laid out" [structured]; "learn in person"; "interactive-S" |
| Relevance - Personal - School - Career |
R Rp Rs Rc |
"more practical"; |
| Motivation - Positive - Negative |
M (what would be neutral?-S) M+ M- |
"fun"; "exciting"; "interesting (ed)"; "not interesting (ed)" "cool"; |
| Educ. Value |
EV |
"little to no educational value"; "usefulness"; |
| Content (same or different; the stuff) |
Ct |
"life histories of fish" ; "type of fish -S" |
| Social/Peer | S/P | "have a good time-S" |
| "Nemo" Effect |
NE |
|
| Visual component |
Vi |
"you can see it"; "see how the animals interact" - tz |
| Experiential |
EX |
"you are there"; "you are immersed in it"; "it's all around you"; "experience (ing) it"; |
| |
|
|
LAC Coding Schemes
Content
Categories
Sub Categories
Code any term from forms FT
countershading C disruptive coloration Dc camouflage Ca forked tails F rounded tails R mimicry M open ocean Oo neritic waters
Nw kelp forest
K NOS/POS NOS evidence Ev observation Obs questioning Q Science Content (WISE)
SC nautural selection NS inheritance I generation G adaptation A variation V predation Pr
genes Ge DNA D behavioral B traits T anatomical An habitat H prey Y Science (not WISE)
Snw
eating/feeding/food E
Personification PF Nemo/naming N Informal learning
In Marine biology/science
Mb
Adapted Sue Allen Coding Scheme
Perceptual (P or Pink color)
- identification - (e.g, ships, fake plants)
- calling attention - (e.g., check out the ..., look, etc.) (Code = Pca)
- naming - stating name (turtle, green turtle, chelonia mydias, Nemo, forest, open ocean) (code = Pn)
- context features - exhibit features (e.g, ships, fake plants), habitat features (e.g, crevices, leafy, sandy bottom, texture) (code = Pcf)
- quotation - clearly a direct quote from a sign (code = Pq)
- observation: behaviorial characteristics (e.g., swimming, feeding, pooping, etc.) (code = Pb)
physical characteristic: biological features (e.g., gills, tail, fins, etc.), (Pp)
-->NEW (4/9/10) Perceptual (P or Pink color)
- calling attention - (e.g., check out the ..., look, etc.) (Code = Pca)
- naming - stating name (turtle, green turtle, chelonia mydias, Nemo, forest, open ocean) (code = Pn)
- quotation - clearly a direct quote from a sign (code = Pq)
- physical characteristics that we can see or name (biological or contextual)
- action - ex. bubbling (biological or contextual)
Connecting (Ct or Green)
- Life-connections (code = Ctl)
- Knowledge-connections (e.g., classroom/WISE connection) (code = Ctk)
- Inter-exhibit connections
Conceptual (C or Yellow)
- science concepts - needs to reach the level of a concept, not just a fact, recitation, or perceptual. (code = Cs)
Procedural (blue)
- mobile-tool specific
- task (which fish next?)
- science concepts
Affective (orange or gray)
- pleasure
- displeasure
- intrigue/surprise
NARST Analysis
Science Content in transcripts that is Directly related to the WISE project, Indirectly related or Not Related.
link to WISE project:
http://wise.berkeley.edu/expStudent/topFrame.php?projectID=35164
Directly Related (code=DR)
- (code=DRT) science content clearly connected to the data collection task (e.g., camouflaged, swimming, forked tail, torpedo shaped, etc.);
- (code=DRW) clearly connected to WISE science content (e.g., discussions about WISE related adaptations, ... [likely to be few of these])
Indirectly Related (code=IR)
- (code=IRT) science content that is indirectly related to data collection task (e.g., "Wait, what is that one doing is it eating?" - Student 119, p.2)
- (code=IRW) science content that is related other WISE-like but not WISE-specific adaptations (e.g.,"it is going really slow" -Student 101, p.2)
Not Related (code=NR)
- off-task science content about anything else (e.g., "Oh my god, it is like a mouse, but not. Is it going to attack? It is an ambistoma mexicana" - Student 101, p.5; "Oh look at it's gills, that is really gross, I think we offended it." - Student 119, p.?)
Comments (2)
Nov 19, 2009
Missy Holzer says:
From OSER mtg 11-19-09 Pedagogy: Students identify the way they are being taught...From OSER mtg 11-19-09
Pedagogy: Students identify the way they are being taught including activities, methods, hands-on, etc. The "how" of what they are learning.
Setting: Students identify the "place" where they are learning
Dec 10, 2009
Tim Zimmerman says:
I think we need to capture some of the social components revealed in the transcr...I think we need to capture some of the social components revealed in the transcripts of the aq conversations. For example, students really seem to want to be working together. They often seek verification that they are on the same question as their friends, even though there is no real need to be on the same question at the same time.
I'd also like us to look for ocean science alternate conceptions, personal connections, and prior ideas. For example, there is a conversation about the appropriate background for a fish tank and whether it should contain a sunken ship or not. This link to students prior ideas, prior experiences (validate with Pre-Survey), and possibly deeper conceptual notions about the ocean (ooo, "conceptual notions about the ocean", there's a good paper title!).
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