http://sites.science.oregonstate.edu/portfolioswiki/ 2020-01-26T17:12:22-08:00 http://sites.science.oregonstate.edu/portfolioswiki/ http://sites.science.oregonstate.edu/portfolioswiki/lib/images/favicon.ico text/html 2013-06-25T14:12:51-08:00 http://sites.science.oregonstate.edu/portfolioswiki/whitepapers:narratives:dq?rev=1372194771 Example of Small Group Conversation about Geometric and Algebraic Representations of a Physical Quantity Physics 422, Friday October 26, 2007, Day 10 by Emily van Zee, Corinne Manogue, and Len Cerny This video clip starts at 54:42 and ends at 58:17 in the video 071026Ph422Grp6.mov text/html 2012-07-08T14:40:08-08:00 http://sites.science.oregonstate.edu/portfolioswiki/whitepapers:narratives:eigenvectorslong?rev=1341783608 Example Wrap-up Discussion #2 Physics Paradigms Preface Thursday, January 10, 2008 (2nd hour, Day 4) This class session provides a second example of a “wrap-up” discussion in which junior-level physics students and their instructor ‘made sense’ together of the thinking the students had been doing in small groups. The goal of this ‘compare and contrast’ wrap-up discussion was to help the students envision connections among geometric and algebraic representations of the mathematic… text/html 2013-06-20T09:52:29-08:00 http://sites.science.oregonstate.edu/portfolioswiki/whitepapers:narratives:entropy?rev=1371747149 Responding to an Unexpected Contribution during the Second "Name that Experiment" Wrap-Up Discussion Physics 423 Energy and Entropy Wednesday, April 28, 2010 (Day 3) This narrative$^{1}$ continues the examples of an instructor engaging students in thinking conceptually about the partial derivatives they encounter in thermodynamic contexts. In Name the Experiment sessions, the instructor, David Roundy, invites students to think about how they would measure the quantities represented by a part… text/html 2013-07-08T21:02:54-08:00 http://sites.science.oregonstate.edu/portfolioswiki/whitepapers:narratives:fluxshort?rev=1373342574 Example of Introducing a Concept with a Small White Board Question Followed by a Kinesthetic Activity Physics 422, Monday, November 10, 2008, Day 1 by Emily van Zee, Elizabeth Gire, and Corinne A. Manogue This interpretative narrative is based upon a video of the class session and discussions with the instructor, Elizabeth Gire, and the director of the Physics Paradigms Program, Corinne Manogue. In writing the narrative, Emily van Zee drew upon her research in the tradition of ethnography of… text/html 2013-07-17T13:58:12-08:00 http://sites.science.oregonstate.edu/portfolioswiki/whitepapers:narratives:hatom?rev=1374094692 Using Series of Small White Board Questions to Introduce Students to a New Complex Idea Physics 426, Monday, March 4, 2013, Day 6 by Novela Auparay, Emily van Zee, Mary Bridget Kustusch, and Corinne A. Manogue This narrative is based upon a video of the class session and discussions with the instructor, Mary Bridget Kustusch, and the director of the Physics Paradigms Program, Corinne Manogue. text/html 2013-06-20T09:50:25-08:00 http://sites.science.oregonstate.edu/portfolioswiki/whitepapers:narratives:intro?rev=1371747025 Example of the First "Name that Experiment" Wrap-Up Discussion Physics Paradigms Interlude Tuesday, April 26, 2011 (Day 2) This narrative presents an example of an instructor engaging students in thinking conceptually about the partial derivatives they encounter in thermodynamic contexts. The instructor, David Roundy, invites students to think about how they would measure the quantities represented by a partial derivative. During this class session, Day 2 of the thermodynamics paradigm, he i… text/html 2012-07-08T14:39:48-08:00 http://sites.science.oregonstate.edu/portfolioswiki/whitepapers:narratives:lineartranslong?rev=1341783588 Example Wrap-up Discussion #1 Physics Paradigms Preface Tuesday, January 10, 2006 (2nd hour, Day 2) This class session provides an example of a “wrap-up” discussion. During a wrap-up discussion, the instructor guides students in thinking together about challenging aspects of a topic that they have just explored through a small group activity. text/html 2014-07-23T16:45:55-08:00 http://sites.science.oregonstate.edu/portfolioswiki/whitepapers:narratives:ptchargelong?rev=1406159155 Example Discussion Based on a Small White Board Question Physics Paradigms Physics 320, Thursday, September 27, 2007 Day 4 of Week 1 This narrative provides an example of a discussion early in the school year when the instructor used a small white board question to engage students in actively thinking about pertinent issues. This session occurred on Thursday, September 27, 2007. text/html 2014-07-23T16:42:44-08:00 http://sites.science.oregonstate.edu/portfolioswiki/whitepapers:narratives:ptchargeshort?rev=1406158964 Examples of Spontaneous Use of Small White Boards Physics Paradigms Physics 320, Thursday, September 27, 2007 Day 4 of Week 1 By Emily van Zee and Corinne Manogue This interpretative narrative is based upon a video of the class session and discussions with the instructor and the director of the Physics Paradigms Program, Corinne Manogue. In writing the narrative, Emily van Zee drew upon her research in the tradition of ethnography of communication (Hymes, 1972; Philipsen & Coutu, 2004; van Z… text/html 2016-06-27T12:18:51-08:00 http://sites.science.oregonstate.edu/portfolioswiki/whitepapers:narratives:start?rev=1467055131 We have developed a number of narrative interpretations of videos of class sessions that seem to be good examples of student learning. The intent is to help interested instructors envision an interactive classroom culture, one in which students learn by talking with one another about what they think as well as by listening to and conversing with their instructor. This approach to documenting and interpreting learning experiences draws on the power of narrative to convey cultural values and pra…