Resumen de Developing a coding framework to analyze student-to-student reasoning based on mental models theory
The use of active learning pedagogies, as well as research into their effectiveness, has increased greatly the past few decades.These pedagogies typically depend on student-to-student interactions to facilitate learning. Video recordings of studentinteractions provide excellent observational data from which to study the dynamics of these pedagogies in a naturalisticsetting. However, these data are typically voluminous, include many potential features to follow, and as such make analysisdifficult. One way to decrease the difficulty in analysis is to use a robust coding framework. This study develops such acoding framework using a well-established Mental Models theory of reasoning as a theoretical lens. Each element withinthe coding framework is analogous to an element in the mental models theory. This coding framework was applied to videorecorded data of six student teams reviewing a peer team’s prototype design in a classroom setting. The coding resulted in567 transcription segments of which 68% related to the prototype review. All elements of the mental models theory areevident and code-able in the data and the general structure of the verbalized reasoning is identified. A rich description of theverbalized reasoning is provided. Furthermore, this reasoning structure appears constant across changes in studentengagement and interaction purposes. As such, the identified structure of student reasoning, based on the mental modelstheory, provides a robust coding framework.
