Video Analysis of Argument and Explanation in an Introductory Classroom
Eduardo A. Velazquez
St. Mary's University
Mentored by Dr. JT Laverty
Recent efforts to transform K-16 science education have highlighted the importance of engaging students in scientific practices in order to develop their understanding of both the process and knowledge of science. This work focuses on identifying the scientific practices of Engaging in Argument from Evidence and Constructing Explanations in classroom video data. Our current goal is to answer, “How can we identify when students are engaging in scientific practices in the classroom?” We are analyzing video recordings from an introductory physics class where students work on complex problems in groups of four for the entire two-hour class period. I have analyzed these videos for signs of students both engaging in argument from evidence and constructing explanations. This poster will discuss the similarities and differences between these two practices and discuss how we can identify these practices in a valid and reliable way. This will allow us to investigate how students’ abilities to engage in arguments from evidence and construct explanations change throughout a semester.
I would like to thank Paul Irving and Danny Caballero from PERL @ Michigan State University for the video data.