Video coding procedure
Connect instructional videos from individual LAs with a camera following them. A SWIVL set is an advantageious
tool that contains an audio recorder carried by an LA recording their conversation with students and a video camera
following the audio recorder on a rotating robot stand. After a video is collected:
Step 1: Chunk a video into episodes based on instructional activities;
Step 2: Further decompose an episode into vignettes based on different learning objectives;
Step 3: Code LAs' utterances using the coding scheme below;
Step 4: Identify the level of a vignette based on the patterns of code;
Step 5: Infer an LA's PCK-Q based on frequences of certain vignette levels from multiple videos using the equations below:
Orientation (O): 1 – (Da%+Db%+De%)
Knowledge of Curriculum (C): 1 – (Qe%+De%+Ne%)
Knowledge of Students (S): Qa%+Qb%+Da%+Na%
Knowledge of Instructional strategy (I): Qa%+Qb%+Da%+Db%
PCK-Q = O+C+S+I
CODDING SCHEME ONE:
| CATEGORY | CODE | DESCRIPTION | EXAMPLE |
|---|---|---|---|
| Questioning 1: Checking question | cq | LAs ask questions unrelated to specific physics content for temperature checking or to collect superficial information about students’ learning progress. The answer is normally simple words or short statements that do not require deep thinking of physics. | (1) Are you with me? (2) Does this make sense to you? (3) Do you agree that it is an elastic collision? |
| Questioning 2: Probing question | pq | LAs ask content-related questions to collect information about students’ understanding by having them clarify their thoughts or elaborate on their reasoning. Probing questions do not convey information to students regarding physics content as guidance. | (1) What do you mean that the work is the same? (2) Tell me what you have done so far with this lab. (3) Can you tell me why you place the motion sensor here? |
| Questioning 3: Guiding question | gq | LAs ask content-related questions with the purpose of guiding students in a certain direction when students demonstrate conceptual difficulties (e.g., misconceptions) that probably need LA support. Guiding questions would refer to a specific source of physics content as LAs’ intervention with student learning. | (1) Student: The force from the truck to the car is larger in a collision. LA: What is the Newton’s 3rd law pair here? (2) Student: Is my a-t graph correct? LA: Is it aligned with your v-t graph? |
| Statement 1: Lecturing | le* or le | LAs impart information about physics content directly to students, such as the answer to a question or a definition or theory in physics. If the information lectured is directly related to the vignette task, it is coded as le*, otherwise it is coded as le. | (1) You are supposed to find out that the velocity is halved because the two carts have the same mass. (2) Use a stiff spring and control the elongation to 2 cm, that’s how you get a constant force. |
| Statement 2: Transition | tr | LAs use connecting statements so the communication with students would proceed more smoothly or naturally, such as acknowledging students’ ideas and paraphrasing students’ explanation. There is little new information about physics content imparted to students from LAs. | (1) So you mean that the ball would
spin faster when you pull the string
down. Sounds good, make sure the
force you exert is constant. (2) OK, we have done with the x direction, like you said, it’s a constant-v motion, let’s look at y direction now. |
| Statement 3: Error | er | LAs demonstrate errors in their statement about the content or technique of physics that would potentially intervene with student learning in a negative way. | (1) Content: The gravitational force
down balances out the centripetal
force up. (2) Technique: Just ignore the lab data, you know the answer already, move on to the next activity. |
| Statement 4: Direction | di | LAs give direction about the norms, expectations, or procedure of an instructional activity in the form of either questioning or statement. | (1) Now we are on Question 2, later
we will move on to Question 3. (2) You need to draw the free-body diagram of both objects in the collision. |
vignette level based on code patterns
| CATEGORY | LEVEL | DESCRIPTION | CODE PATTERN |
|---|---|---|---|
| Questioning-oriented intervention (Q) | Qa | An LA uses guiding questions to support students to accomplish the learning task of a vignette. The LA may use probing questions before or as transitions after guiding questions but uses little lecturing. | gq |
| Qb | An LA uses guiding questions to support students to accomplish the learning task of a vignette. The LA uses some lecturing. However, the content knowledge lectured is not directly related to the vignette task. | gq-le | |
| Qe | Qa and Qb levels with identifiable errors from an LA. | gq-(le)-er | |
| Direct-instruction-oriented intervention (Q) | Da | An LA accomplishes the learning task of a vignette by directly imparting to students the necessary content knowledge. The LA may try guiding questions but eventually resort to lecturing to accomplish the vignette task. During lecturing, the LA interacts with students with probing or guiding questions. | le*-pq/gq |
| Db | An LA accomplishes the learning task of a vignette by directly imparting to students the necessary content knowledge. The LA may use probing questions before or checking questions after lecturing. The LA barely uses any guiding or probing questions during lecturing but presents content knowledge with little attention to students’ understanding. | le*-(cq) | |
| De | Da and Db levels with identifiable errors from an LA. | le*-er | |
| No significant invervention on vignette task (N) | Na | An LA intervenes with student learning by providing instruction or guidance about an important step in the task of a vignette, but the task is incomplete. One example is an LA imparting prerequisite knowledge to students so they can continue their exploration with the vignette task. | le-tr/di |
| Nb | An LA does not intervene with students’ learning with either guiding questions or lecturing when students work on the vignette task. One example is an LA checking students’ work using probing or checking questions. | tr/di | |
| Ne | Na and Nb levels with identifiable errors from an LA. | (le)-er |
VIGNETTE CODING EXAMPLES
VIGNETTE CODING DEMONSTRATION
