Transcript Comparing the Science Classroom Observation Profile System

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?
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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

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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
Natural and
Designed
World
Internal
Representations
External Repres entations
Symbolizing
(Words,
Numbers)
are interpreted
symbolic
build
symbolic
Natural and
Designed
World
Manipulating
Hands-On
Experience
enac tive
build
iconic
Concrete Models
with Objec ts,
Events , Symbols
and/or Pict ures
are
interpreted
Generalizing
(Schemas, M ental
Objects, Mental Models)
build
iconic
are interpreted
Pictorializing
Pictures, Maps,
Charts, Graphs
Interac tions
Translations
Interpr etati ons
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

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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

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Length in minutes
Scripts
Codes
Segments and Scripts
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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
Sample Script of Two Segments
St-Centr
What the Student Receives
How the Student Responds
Seg
R&
D
P&
I
Receiving
Obj
Sy
m
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
2
(20
min.)
3
3
Pairs of students
acquire cards and
discuss arrangements
with each other
1
5
Pict
Responding
Obj
Sy
m
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
Pairs of students
arrange cards in order
from smallest to largest
4
4
Pic
Coding
 Instructional
strategies
 Representations of what students
receive and what students do
during the segment

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Symbolic (letters and/or numbers)
Pictorial (graphs, pictures, charts)
Objects (3-dimensional manipulatives)
R&D1
P&I2
5
1
4
2
3
3
2
4
1
5
0
6
Description of Strategy
Individual students listen as the
teacher or another student talks to
entire group; students read
Individual students respond orally or
in writing to questions asked by the
teacher, in whole group
Example
Direct instruction models;
silent reading
Students in pairs or in small groups
work together under the teacher’s
supervision – with discussion; all
groups do basically the same task
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
Students in pairs or small groups
discuss and formulate plans, work
with little teacher supervision
Students complete tasks as
outlined by teacher;
cookbook/verification labs;
cooperative learning models
Groups of students complete
different tasks with assistance
by teacher as needed
Individual students formulate plans
and carry out plans independently
(with minimal teacher input)
Individualized laboratory,
computer or seat work
Question and answer;
discussion led by teacher
Open-ended lab or project
work
Level
Actions of Students in
Receiving and/or Performing with
Symbols, Pictures, and Manipulatives
Replicate
1
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
6
Connect, relate, infer, predict, plan, hypothesize,
make analogies
Analyze, evaluate, summarize, conclude, construct
from scratch, design, model
Feature II – Visual Profiles
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Progression of the lesson from beginning
to end
Length of each segment and
characterization
Characterizations

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Instructional strategy
Types of representations received
Types of representations constructed
Features of SCOP data used to
characterize science lessons
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FLOW
REPRESENTATION
PATTERNS
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Symbolic
Pictorial
Manipulative (Hands-On)
STUDENT
CENTEREDNESS
BALANCE
COMPLEXITY
Student Centeredness
100
Pictorial
Representations
TIME SEGMENT (%)

80
1,5
60
40
Manipulating
Objects
4,2
20
0
16
Symbolic
Representations
(Numbers, Words)
2,4
5,1
12
8
4
0
Receiving/Direction
4
8
12
Performing/Initiating
COMPLEXITY
16
Feature III – Profile Interpretation
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Flow
Balance
Complexity
Representations
Overall Lesson Coherence
Methods
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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
Teacher
A-9 B-9
Student
A-9 B-9
Explanation
40*
30
Writing
20
Discussion
20
0
Listening/Watching
45 35
Demonstration
30
10
Discussion
0 18
Management
30
20
Manipulating
15 12
Discipline
0
10
Off Task
With Small Group
40
30
With Large Group
50
60
•Percentages of Time
Alone
10
10
•Bold represents > 15%
20 30
5
Legend
StudentCenteredness
Receiving or
performing
using Pictures
Receiving or
performing using
Symbols
Receiving or
performing
using
Manipulatives
Figure 3. Profiles of urban classrooms constructed
for a pilot study of urban middle school science
teachers. See Stuessy, Foster, & Knight (2002).
SCOPS Classroom Profiles
Classroom A-9
Classroom B-9
Flow and Balance
A-9
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Flow from more
teacher-directed to
student-directed
activities
About 1/3 Teacher
Directed, 1/3 Shared,
1/3 Student Directed
Balance about =
B-9
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Flow from more
teacher-directed to
shared back to teacherdirected
About 2/ 5 Teacher
Directed, 2/ 5 Shared,
1/5 Teacher Directed
Balance unequal,
Teacher > Shared and 0
Student Directed
Complexity Ranges and % Time
A-9

B-9
Maximums
Maximums
Receiving – 10 (20%)
Responding – 16 (35%)
Receiving – 8 (8%)
Responding – 7 (38%)
26
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Minimums
Receiving – 2 (35%)
Responding –2 (10%)
15
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Minimums
Receiving – 4 (20%)
Responding – 2 (25%)
Representations and Ranges
A-9 Receiving
B-9 Receiving
Symbolic – 100% (1-3)
Objects - 25% (2-3)
Symbolic – 100% (1-2)
Objects – 8% (2)
Pictures – 50% (1-2)
A-9 Responding
B-9 Responding
Symbolic – 100% (1-5)
Objects – 25% (1-6)
Symbolic – 100% (1-2)
Objects – 8% (1)
Pictures – 50% (1-2)
Coherence
Flow
A-9 shows more range in studentcenteredness and flow from teacher to
student
Balance
A-9 was equally balanced in studentcenteredness; B-9 was not
Complexity
A-9 had greater maximums with greater
time spend in receiving higher levels of
instruction
Representations
A-9 used two representations; B-9 used 3
Uses
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Research tool
Preservice teacher preparation
Inservice teacher preparation and/or
enhancement
Legend
StudentCenteredness
Receiving or
performing
using Pictures
Receiving or
performing using
Symbols
Receiving or
performing
using
Manipulatives
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
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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
100
80
60
40
20
0
16
12
8
4
Receiving/Direction
0
4
12
Performing/Initiating
COMPLEXITY
Profile 4A, Sea Turtles
8
16
100
80
60
40
20
0
16
12
8
4
Receiving/Direction
0
4
12
Performing/Initiating
COMPLEXITY
Profile 4B, Bony Fish
8
16
100
80
60
40
20
0
16
12
8
4
0
Receiving/Direction
4
12
Performing/Initiating
COMPLEXITY
Profile 4C, Shark Brain Dissection
8
16
The SCOPS has revealed
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Change as a result of mentoring
Effective use as a mentoring tool
Effective, informative use as a research
tool
Current Research Explores
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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
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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
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Pattern differences can be seen in
classrooms where numerical data alone
shows little differences