52.069 - Just a Minute! New Methods for Observing Conceptual Change in STEM

Session Type: Symposium

Abstract

This symposium is about learning over the course of seconds to minutes, through moment-to-moment, turn-by-turn interactions. We consider the research questions: What counts as a micro-change in learning and what conditions give rise to fairly unambiguous changes in knowledge? Each presenter used a clinical interview methodology to elicit detailed accounts of the interviewees’ mental representations. The papers in this symposium share findings on new methods for observing learning in the moment and strategies for succeeding at the complex activity of sense-making. We contend that attending to when and how changes in conceptual understanding take place, we will be in a much stronger position for characterizing the nature of student thinking and for designing learning experiences to bring about conceptual change.

Sub Unit

• SIG-Learning Sciences

Chair

• Jonathan Boxerman, WestEd

Papers

• Micro-Changes in Scientific Explanations as a Result of Kinesthetic and Sensory Experience - Victor R. Lee, Utah State University

• Discussing Comparisons Leads to Micro-Changes in Algebraic Knowledge - Sarah Louise White, Northwestern University

• Fostering Micro-Changes in Conceptual Understanding of Science Using Paired Think-Aloud Methodology - Jonathan Boxerman, WestEd; Matt Silberglitt, WestEd

• Using Everyday Contexts to Explore Teacher Knowledge of Noticing - Rosemary Russ, University of Wisconsin - Madison; Melissa Braaten, University of Colorado - Boulder

• Using Tools From Machine Learning to Capture Micro-Changes in Knowledge - Bruce Sherin, Northwestern University

Discussant

• Clark A. Chinn, Rutgers University