Literaturnachweis - Detailanzeige
| Autor/in | Shotsberger, Paul G. |
|---|---|
| Titel | An Approach to Analyzing the Videotaped Problem Solving Behaviors of Individual Students. |
| Quelle | (1993), (17 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Analysis of Variance; Behavior Patterns; Check Lists; Classification; Elementary School Students; Grade 6; Individual Differences; Intermediate Grades; Organization; Personality Measures; Problem Solving; Protocol Analysis; Research Methodology; Student Behavior; Videotape Recordings; Word Problems (Mathematics) |
| Abstract | To generate a useful means of analyzing think-aloud protocols of individual students, and to determine the extent to which practical information might be derived from transcripts and videotapes, this project focused on the problem-solving behaviors of 17 sixth-grade students videotaped while solving routine textbook word problems. Using a checklist derived from prior research, problem-solving strategies were grouped in the following categories: orientation; organization; execution; and verification. Incidents of strategy use were calculated as percentages across individuals in the sample, and each category was submitted to a separate analysis of variance. Analysis allows determination of the effect that strategy use within a category had on strategy use across individuals. Within a category, particular strategies proved more natural or accessible for all students. For example, use of vocalizing calculations was the most common of the execution strategies. An opportunity for self-correction seemed to play a significant role in determining problem-solving behaviors. Overall, application of the strategies checklist proved effective for analyzing the protocols, and actions were effective for classifying behaviors. Checklist data were suitable for analysis, and the analysis provided useful information. Two figures and three tables provide study data. (Author/SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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