Piaget-style interviews conducted both face-to-face and electronically
DJ
1,2
Wagner ,
1Rensselaer
JJ
1
Rivera ,
Polytechnic Institute,
Study:
•
“What is an optical fiber and what does it do?”
•
Follow-up questions included “How does the fiber keep the
light from escaping?” and “What can you tell me about
2 Physics Faculty
refraction?”
• Faculty, REU students, and
in-service (non-physics)
teachers were interviewed in
a traditional (face-to-face)
form in the Summer of 2002.
• ScIT students (both pre- and
post-instruction) were
interviewed via WebCT’s
Chat Room in the Spring of
2003.
8 ScIT PostInstruction
Face-to-Face
Interviews
Convenience sample of 12 volunteers (Group A)
Transcription difficult to convey gestures, tone of voice.
Utilize multiple communication channels. (words,
gestures, tone of voice, etc)
Substantial transcription time
Scratch Pad (Draw figures, write equations, etc)
Demonstration equipment (optical fiber)
Participants do not need a familiarity with internet technology
The accepted traditional standard
More placeholders, choppy rhythm
3
Jennings
Sage College
Context:
Electronic
Interviews
22 ScIT students (Group B)
TABLE 1. Physics Background of Interviewees.
Highest Physics Course
1 interview at a time
City College,
3Russell
This poster reports on methods used to probe student understandings of optical fibers and total internal reflection
(TIR). The study was conducted as part of the expansion and improvement of web-based materials for an
innovative introductory physics course. Development of these materials includes the refining of multiple-choice
diagnostic questions by examining preconceptions and misconceptions commonly held by students. Initially, we
conducted face-to-face Piaget-style interviews with a convenience sample. Our next step was to interview
students taking the course at Rensselaer. Physical limitations necessitated that this be done from a distance, so
we conducted “e-interviews” using a Chat Room. In this paper we focus on the e-interview experience,
discussing similarities to and differences from the traditional face-to-face approach. In the process, we address
how each method informs us about students’ activation of prior experiences in making sense of unfamiliar
phenomena (e.g., “transfer of learning”).
22 ScIT PreInstruction
Demographics of Interviewees
2Grove
and Sybillyn
Abstract:
5
Physics
Students
(REU)
5 In-Service
Teachers
Fran
1
Mateycik ,
Group A
Group B
High School Physics
1
9
College Physics I
0
10
College Physics II
4
1
Upper-Level Coll. Phys.
5
1
Physics Faculty
2
0
Interviewer>>What does the fiber look like? (How is it made?)
S302>>I don't know how they make it, but it is made of glass.
Interviewer>>OK. What prevents the light from escaping and
keeps it traveling down the wire?
S302>>I am not sure, possibly an electric current.
Interviewer>>How would that work?
S302>>I do not know how it would work.
Interviewer>>OK. Can you just explain what you have in mind
when you say an electric current prevents the light from
escaping?
Interviewer>>i.e., where is this current? In the glass?
Somewere else?
S302>>The current would be in a parallel wire, changing the
conductivity of the glass causing the light to travel down the fiber.
Interviewer>>OK.
The Science of Information Technology (ScIT) introduces students of all
majors to the physical principles behind the operation of information systems.
NSF is supporting current efforts to make ScIT materials useful to a large
audience. As part of that effort, we are designing diagnostic questions
addressing the topics covered in ScIT.
Diagnostic questions are most useful when they address student
preconceptions and distinguish between different cognitive models [1]. Clinical
Interviews have long been regarded as an effective means of eliciting students’
conceptual frameworks [1-3]. Piaget [3] developed the method of critical
exploration to see what thoughts lay behind a child’s initial answer to a
question, and the PER community has used this method extensively [1-2]. We
used Piaget-style interviews to study students’ understanding of total internal
reflection (TIR) and how TIR relates to the operation of optical fibers.
Can be conducted from wherever, whenever, and
however is convenient (at home, listening to music,
eating ice cream, in jammies, etc.).
Can hold 2 or 3 interviews simultaneously, typing
questions for student 3 while students 1 and 2 are
typing their responses. (4 at a time is a bit much.)
Typed thoughts often come across more coherently than spoken thoughts.
Apparent anonymity lets students express their lack of knowledge with
less embarrassment.
Interviewer does not need to worry about their
gestures giving away their thoughts about the
students answers.
Minimal transcription needed!!! (WebCT records
conversations in Chat Rooms 1-4.)
Interviewees generally created work-arounds to constraints they
experienced. (drew pictures, used keyboard symbols, etc)
Language used to convey interviewees confidence in their answer or
description. (umm, I don’t reall know, I guess…, iirc, I could take a wild stab,
etc)
E-interviews somewhat appropriate with electronic based materials
[1] Lillian C. McDermott, “Bridging the Gap Between Teaching and Learning: The Role of Research,” The Changing Role of Physics Departments in Modern Universities: Proceedings of ICUPE, ed. by E. F. Redish and J.S. Rigden.
[2] E. Hunt and J. Minstrell, “A Cognitive Approach to the Teaching of Physics,” Classroom Lessons: Integrating Cognitive Theory and Classroom Practice, ed. by McGilly (MIT Press, 1994).
[3] J. Piaget, The child’s conception of the world, trans. by J. & A. Tomlinson. (Littlefield, NJ, 1926/1972).
RPI work supported in part by NSF CCLI Program under grant DUE-0089399.
Thanks to Leo Schowalter for access to ScIT students, and to the rest of the ScIT advisory committee: Karen Cummings, Toh-Ming Lu, Saroj Nayak, Jim Napolitano, Peter Persans, and Wayne Roberge.