不参与实验室中的问题：学生对相互冲突的数据和模型的导航
Not engaging with problems in the lab: Students' navigation of conflicting data and models
摘要：
随着教学实验室（实验室）的采用，要求学生自己做出决定，有必要更好地了解学生的活动，因为他们使他们的数据的意义，并决定如何进行。特别是，了解学生何时无法有效地处理意外数据，可以深入了解如何在更开放的实验室中更好地支持学生。我们检查了实验室会议中的视频和音频数据，学生们预计会发现数据与两个模型的预测不一致。在之前的工作中，我们研究了四组有效地解决这个设计问题的行动。在这里，我们分析了三个群体的参与，不。我们进行了三个阶段的分析：1）记录大规模的行为和在主题讨论中花费的时间，2）分析与助教的互动，3）确定学生的框架-他们对正在发生的事情的期望-当他们讨论他们的数据时。我们的第一阶段和第二阶段分析显示，参与解决问题的群体和没有参与解决问题的群体之间只有微小的差异。我们的第三阶段分析表明，没有参与问题的小组将实验室活动框定为确认已知结果或一系列跳跃以满足任务要求。教学的影响包括支持教学助理参加学生的框架和机构在实验室教室。
英文摘要：
With the adoption of instructional laboratories (labs) that require students to make their own decisions, there is a need to better understand students' activities as they make sense of their data and decide how to proceed. In particular, understanding when students do not engage productively with unexpected data may provide insights into how to better support students in more open-ended labs. We examine video and audio data from groups within a lab session where students were expected to find data inconsistent with the predictions of two models. In prior work, we examined the actions of the four groups that productively grapple with this designed problem. Here, we analyze the engagement of the three groups that do not. We conducted three phases of analysis: 1) documenting large scale behaviors and time spent in on-topic discussion, 2) analyzing interactions with the teaching assistant, and 3) identifying students' framing--their expectations for what is taking place--when they were discussing their data. Our Phase 1 and 2 analysis show only minor differences between the groups that engaged with the problem and those that did not. Our Phase 3 analysis demonstrated that the groups that did not engage with the problem framed the lab activity as about confirming a known result or as a series of hoops to jump through to fulfill assignment requirements. Implications for instruction include supporting teaching assistants to attend to students' framing and agency within laboratory classrooms.
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