coding teachers in science classrooms using the inquiry science observation guide
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Coding Teachers in Science Classrooms using the Inquiry Science Observation Guide. Alice K. H. Taum Curriculum Research & Development Group University of Hawai‘i at Mānoa. Inquiry Science Observation Guide. Introduction and Overview FAST, SCUP Project, Purpose and Development of ISOG

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coding teachers in science classrooms using the inquiry science observation guide

Coding Teachers in Science Classrooms using the Inquiry Science Observation Guide

Alice K. H. Taum

Curriculum Research & Development GroupUniversity of Hawai‘i at Mānoa

inquiry science observation guide
Inquiry Science Observation Guide
  • Introduction and Overview
    • FAST, SCUP Project, Purpose and Development of ISOG
  • General coding guidelines
  • Descriptions for each of the six Activities
  • Definitions of Activity details
  • Code Sheet
  • Recording Sheet
  • Reconciling Recording Sheet
development of the code sheet
Development of the Code Sheet
  • 1.5 year process
  • Collaborative efforts between researchers at the University of Hawai‘i at Mānoa, Stanford University and Sonoma State University; FAST teachers; curriculum developers, and coders
  • 36+ revisions
goal of the code sheet
Goal of the Code Sheet
  • Identify strings of activities/teacher behaviors using the details in columns A, B, C and D.
    • questioning strategies used
    • level of engagement between teacher and students
    • creating a profile of teachers implementation of FAST in the classroom through science inquiry
design of the code sheet
Design of the Code Sheet
  • 6 activities.
  • 66 possible activity details to plug into the 6 activities.
  • Multiple variations between an activity and the activity details which describe an activity string of teachers pedagogical practices.
slide6

1. Teacher directs student(s)

_____A_______ to

_____B_____ _____C_____.

slide7

1. Teacher directs student(s) _____A_____ to _____B___________C_____.

1. Teacher directs student(s) individually (1A1) to discuss (1B2) procedures (1C3).

inquiry science observation recording sheet
Inquiry Science Observation Recording Sheet
  • Notes the start time of when the “broader” and “otheractivities” a teacher is engaged in begins
  • Allows for comments to facilitate the reconciliation process
  • Designed to record multiple activities occurring at the same time
broader and other activities
Broader and Other Activities
  • The broader activity captures the larger activity occurring:

Through interactive questioning (2A2b), the teacher introduces or provides an overview of (2B1) science investigation (2C4).

  • The other activities capture the details occurring within the broader activity:

Teacher questions students through clarifying (3A1a) questioning and responds to student comment (3B1) by repeating (3C2) the comment and probing further (3C6).

reconciling codes
Reconciling Codes
  • Two coders are paired to compare their independent codings, identifying any differences between them.
  • Differences are then discussed and each coder provides a rationale for his or her selected code.
  • When necessary, a review of the DVD is conducted by the paired coders.
  • Coding differences are discussed until consensus is reached between coders.
challenges
Challenges
  • greatest challenges:
    • establishing universal definitions for terms and phrases
      • What constitutes a “procedure”?
      • What is the difference between a science “term” and a science “concept”?
    • standardizing the recording of activity strings using the Recording Sheet
      • broader verses other activities
    • focusing on the teacher, rather than on the students
what next
What Next?
  • To date we have:
    • videotaped 15 teachers;
    • 140 videotape cassettes have been digitized to DVDs;
    • 116 have been quality-checked for audio clarity and teacher visibility; and
    • 8 coders are trained and ready to begin coding!
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