Heather Wylie
hwylie@shastacollege.edu
GIFTS Workshop
November 17, 2009
Puzzle Exercise:
Addressing “Theory Anxiety”
Rationale:
Theory is a crucial tool in the analysis of data in both the natural and social sciences. As such,
understanding theory and how it works is a key component to helping students develop strong critical
consumption skills. However, students are often reluctant to engage in theory, largely as a result of
what has been coined “theory anxiety”. This is a collective terms that refers to the most common
reaction students have upon being introduced to theory which may include, but are not limited to:
confused, overwhelmed, disconnected, bored.
This exercise is designed to take away some of the mystery about what theory is and what it is used
for. Upon successful completion of this exercise, students should come away with a basic
understanding of theory which will provide them with a context in which to critically analyze and apply
discipline specific theories.
Materials:
Time:
Between 50 and 70 minutes
Puzzles:
Have 1 (100 piece) puzzle for every 5-6 students. Puzzles for
children ages 5-8 seem to work best.
Labor:
For each puzzle:
1. Put all of the edge/corner pieces and the picture in a large envelope marked
“Do Not Open”. Label this “Puzzle A” (For the next puzzle, “Puzzle B, and so
on)
2. Put all of the inside pieces in another large envelope marked “Open”. Label
this “Puzzle A”. (For the next puzzle, “Puzzle B, and so on)
Description:
Step I
Start the exercise by giving students a general definition of theory. For example, “Theory is a general
statement about how two or more facts are related to one another”. Ask students how confident they
are about their understanding of this definition. Follow this with a discussion of about how students
feel about the forthcoming discussion on theory. Emphasize that you’re interested in their emotional
(vs. academic) reaction to this word. Most students will admit to one or more of the following:
anxious, bored, confused.
Next, explain that this sort of reaction is normal. Suggest that many students do not feel comfortable
with theory not necessarily because it is difficult, but rather, because many have not been properly
introduced to what theory generally is. Thus, the rationale for the exercise they are about to
participate in.
Step II
Have the students divide themselves into groups of 5 or 6. Have them leave their belongings in their
seats and locate a spot on the floor where all of them can sit in a circle. (Note: Have students that
are unable to sit on the floor for physical reasons to sit in a chair close to a group). When everyone is
seated give each group two folders marked “Open” and “Do Not Open” that are from the same
puzzle. Do NOT mention that they will be working on a children’s puzzle (the element of surprise
seems to help). Make sure to tell that students that they are not allowed to open either folder until
you tell them to. Announce that you will give them approximately ten minutes once they open the
“Open” envelope. Tell then that this is a race (the element of competition seems to help). It helps if
the instructor walks around while students are working on their puzzles to get a sense of how they are
working together. After approximately ten minutes, tell them that they can now open the “Do Not
Open” envelope. Once a group finished the puzzle, the activity is finished.
As students break down their puzzles (make sure to have them put the edge/corner pieces along with
the picture in the “Do Not Open” envelope and all of the inside pieces in the “Open” envelope), ask
them to discuss the possible connections between what they have just done and the definition of
theory that you gave them earlier. When they are done putting their puzzles away, have them return
to their seats.
Step III
Ask students what was missing in the “Open” envelope. They will immediately reply “the edges” or
“the picture”. As such, ask students (and list these on the board) about what strategies they used to
start making sense of the puzzle without these organizing components. Many students will report one
or more of the following: matching colors, patterns, guessing at the picture.
After finishing the list, ask students what they think the connection is between this activity and the
definition of theory given earlier. Encourage a number of different interpretations. Depending on the
feedback, ask them what they think the inside pieces in the “Open” envelope represent. Tell them
that these represent facts/data. Then, refer back to your strategies list and emphasize that groups
immediately tried to make sense of their “facts/data” by using certain strategies to see how their facts
fit together. Then ask them how the process went once they opened the “Do Not Open” envelope.
Most students will report that the edges/corners and picture made the process faster, that it gave
them the context or point of reference for how all of the pieces go together. Then ask them what
these edge/corner pieces and picture represent. Tell them these represent theory.
Processing:
At this point, emphasize that this process represents the research process. Researchers
gather facts/data (via scientific experiments, interviews, surveys, observations) and try to make sense
of how it fits together, to figure out what the story is. However, only when they have theory
(edges/corners and the picture) to they get a more complete sense of what their facts/data says. In
short, that all theory really is is a tool that helps researchers make sense of information.
Students are encouraged to use this exercise as a “doorstop” in their minds when we start discussing
specific theories since the details of various theories can be overwhelming. I consistently remind
them over the next few course sessions, as we discuss various theories, of this exercise and that
again, theory is nothing more than “edge pieces” to help us make sense of large amounts of data.
Students repeatedly mention this exercise in course evaluations. They note that the novelty of
working on children’s puzzles in a college classroom is both interesting and informative as it
addresses the kinesthetic learners in the course.