A talk for Variety in Chemistry Education (ViCE) and the Physics Higher Education Conference (PHEC) conference, Durham, UK 28th August 2014

1. School of Education/Physics Education Research
The University of Edinburgh
How Does Talk Lead to Learning?
A Framework for Analysing Physics Students'
Conversations During Peer-Instruction
Anna Wood
Judy Hardy, Ross Galloway, Christine Sinclair
School of Education/Physics Education
Research Group
University of Edinburgh

2. School of Education/Physics Education Research
The University of Edinburgh
Peer-Instruction

3. School of Education/Physics Education Research
The University of Edinburgh
Data Collection
.
www.livescribe.com

4. School of Education/Physics Education Research
The University of Edinburgh
Theoretical Approach
· Cognitive Resources
Framework
· Inspired by Neuroscience
Hammer, D. 1996a. The Journal of the Learning Sciences, 5(2), 97–127.
Redish, E. F. 2004. Research on Physics Education, vol.156.

5. School of Education/Physics Education Research
The University of Edinburgh
Hypothesis

6. School of Education/Physics Education Research
The University of Edinburgh
Example 1: Activation of Knowledge
Element
• Boy 1: The work done on the gas, that
means the work done by the gas is negative
• Boy 2: I think you’re probably right, ohh,
yeah, I’m a fool.Yep

7. School of Education/Physics Education Research
The University of Edinburgh
Resource Activation Types:
1) Knowledge elements
2) Linkages
3) Control Structures

8. School of Education/Physics Education Research
The University of Edinburgh
Example 2: Links between knowledge elements
Scene from the sit-com 'The Big Bang Theory'

9. School of Education/Physics Education Research
The University of Edinburgh
Example 3
(correct answer B)

10. School of Education/Physics Education Research
The University of Edinburgh
Example 3: 'Plug and Chug'
Student 10: Well the wavelength is 10−10
Student 9: and the Bragg angle is 30, I
think
Student 9: so sine 30 is 1⁄2, so times 2
is 1, so you’ve got 1 divided by 1
Bragg equation: 2dsin(θ)=nλ

11. School of Education/Physics Education Research
The University of Edinburgh
Example 3
(correct answer B)

12. School of Education/Physics Education Research
The University of Edinburgh
Epistemic Games

Plug and Chug
Pictorial Analysis
Physical
Mechanism
Game

13. School of Education/Physics Education Research
The University of Edinburgh
Example 4 – Successful Dialogue
(correct answer A)

14. School of Education/Physics Education Research
The University of Edinburgh
Student 1: yep it is A!
Student 2: It is A!
Student 3: yep yep yep yep yep got it!

15. School of Education/Physics Education Research
The University of Edinburgh
Three types of Resource Activation:
 Knowledge elements
Links between knowledge elements
Control structures (epistemic games)

16. School of Education/Physics Education Research
The University of Edinburgh
Conclusion
Resource Activation Analysis Useful for:
 Insights into learning in PI
 Understanding why questions are
successful/unsuccessful.

17. School of Education/Physics Education Research
The University of Edinburgh
Further Information:
P ublished in:
Wood, Anna K., et al. "Analyzing learning during Peer Instruction
dialogues: A resource activation framework." Physical Review
Special Topics-Physics Education Research 10.2 (2014):
020107.
Twitter:
@annakwood
E-mail:
Anna.k.wood@talktalk.net