Fostering Micro-Changes in Conceptual Understanding of Science Using Paired Think-Aloud Methodology

• In Event: 52.069 - Just a Minute! New Methods for Observing Conceptual Change in STEM

Abstract

The think aloud method (TAs) is a powerful type of cognitive clinical interview. Like other types of clinical interviews, TAs typically involve one observer and one interviewee, functioning to access one’s spontaneous thoughts and prior conceptions to reveal the causal structures of events that take place in human consciousness. (Clement, 2000; Wineburg, 1998). In contrast to other types of clinical interviews, in TAs the interview and the activity (e.g., developing a model) are concurrent, meaning data is obtained while students are engaged in an activity, not retrospectively. For this paper we will present data from TAs conducted with pairs of students. Like a TA, the paired think aloud (PTA) is also concurrent. However, in the PTA pairs of students collaborate on a task and talk with each other about what they are thinking and doing, sometimes called constructive interactions (Miyake, 1986; O’Malley et al., 1985). The objective of this paper is to show how the PTAs can be collaborative learning opportunities.

We conducted the PTAs as a means of rapid, unobtrusive evaluation of computer-based assessments. These assessment modules were developed through the ground-breaking SimScientists program (author, et al., 2012a, 2012b; NRC, 2013), which leverages computerized, simulation-based instructional modules with embedded formative assessments to promote student understanding of science content and enhance students’ use of science practices.

We will present data from two think aloud interviews where students worked in pairs solving problems on either a waves or energy physical science assessment module. Each pair shared a computer and were instructed to come to an agreement on their response(s) before advancing to the next screen. In sum, 12 pairs of eighth grade students participated in the approximately 45-minute think alouds.

A preliminary analysis of the screen recordings and transcripts made from the audio recordings revealed that PTAs can foster collaborative learning when students work together on a shared problem. This is meaningful because small group collaboration has been shown to enhance communication skills, teamwork, and problem solving (Krajcik, et al., 1996).

The PTA method has been used in other research, however, this paper presents a novel application of the PTAs: to explain how knowledge changes from seconds to minutes while students collaborate on problem solving. We find the goal that pairs must seek consensus on the problem at hand before advancing screens is a powerful motivator for fostering learning. This goal also proved helpful in motivating students to talk through their thinking, which produced conversational data we could use as evidence for informing the iterative development of simulation-based assessments and for seeing micro-changes in conceptual understanding of the science content and practices. This research will be of particular interest to assessment and curriculum developers. Because PTAs are rapid, unobtrusive, and cost effective, the data generated can inform revisions to programming before large-scale field-testing. Education researchers and teachers may also find this method useful because the shared problem-solving context fostered student talk and scaffolded cooperative learning. The final paper will include an analysis and summary of findings of all 12 PTAs.

Authors

• Jonathan Boxerman, WestEd

• Matt Silberglitt, WestEd