The observation sheet contains the time, students, content and mark of the field observation records. They are further explained in 3.5.1.
Greenfoot Class Observation Sheet
Date: 2013/ / Time: : Week #: Page #: / Observer:
Class: # of students: Male: Female: Seats: / / /
Time Students Content Mark
APPENDIX F EXAMPLES OF RAW FIELD OBSERVATION RECORDS
Greenfoot Class Observation Sheet
Date: 2013/ 4 / 10 Time: 10 : 15 Week #: 2 Page #: 1 / 6 Observer: Yang Class: 103 # of students: 40 Male: 21 Female: 19 Seats: 10 / 10 / 10 / 10
Time Students Content Mark
10:25 1-9 Can move.
10:25 4-10 A lot of crabs.
10:25 Switch screen. turn(pass parameter). Turn around.
10:26 2-9 So disgusting
10:26 4-10 So disgusting
10:26 Switch. Do turn.
10:26 4-9 Scream and laugh.
10:27 4-10 “Oh” 4-9 So disgusting.
10:27 2-9 So cool.
10:28 Touch edge turn. (S)
10:28 Use Scratch to demonstrate “if”, change “if” to text.
10:29 3-9 Read book.
10:29 Ask teacher when is mid-exam. *
10:30 Put in small braces. Notice there are many braces.
Line-up. 4 spaces indent. 4 spaces indent in “if”.
10:31 4-9 “Touch the edge turn” Super cool
10:31 “Oh”
10:31 S
10:32 Ask teacher the progress of the control group. *
10:33 “Line up”
10:33 2-9 Big and small braces
10:34 1-3 “Where should I put the right brace?” Teacher did not notice.
10:34 4-9 Finished. “So disgusting”
APPENDIX G A SAMPLE TRANSCRIPTION SHEET
The transcription sheet contains the meta information of that class, and the time, students, event, comment and tags of the transcribed records. They are further explained in the “Field observation” section. The definitions of the tags are attached in Appendix H.
Greenfoot Class Observation Records Date
Time Week # Observer Class
# students Seats Absent Scenarios Concepts Upload?
Summary
Time Students Event Comment Tags
APPENDIX H THE DEFINITIONS OF THE TAGS
The definitions of the tags used in the transcription and analysis process. These tags are initially added in an arbitrarily manner to reflect the patterns emerged from the observation records. They are not mutually-exclusive. Primitive tags may joined into abstract tags in subsequent reviews, until they reach the final “interest”, “explore”, and
“difficulty” tags. They are further explained in 3.5.1.
Greenfoot Class Field Observation Record Tag Definitions
Tag Definition and description
class The teaching and learning events of the class. It is used to reconstruct the class progress, and as the causes of the learning behaviors of the students. It is defined as “the events that are part of the progress of the class.” It includes but not limited to:
1. Class on, class off, and free time.
2. The teacher loads new scenarios.
3. The teacher describes new concepts.
4. The teacher demonstrates the result.
5. The teacher switches broadcasting on and off.
6. The students finish their jobs.
7. The students upload their works.
interest The interest of the students. It is defined as “the behaviors of the students that demonstrate positive attitude toward the class.” It includes but not limited to:
1. The students feel excited to the class content.
2. The students concentrate on the instruction and practices.
This is a final tag for the research question.
explore The active learning and exploration behaviors of the students. It is defined as “the activities of the students that do (or plan to do) more or differently (but not less) than what the teacher requested.” It includes but not limited to:
1. The students achieve more results than the teacher requested.
2. The students set higher targets than the teacher requested.
3. The students attempt other possibilities than the teacher requested.
This is a final tag for the research question.
Tag Definition and description
difficulty The difficulties when the students are learning. It is defined as “the students demonstrates learning difficulties in their learning progress.” It includes but not limited to:
1. The students feel frustrated, anxious, or confused when learning.
2. The students lag in their learning progress.
3. The students lose their interest.
This is a final tag for the research question.
ask The students ask questions.
This is a sign of (but not necessary is) the active learning behavior of the students (the “explore” tag).
answer The students answer the teacher.
outsourcing 1. The students look for answer on the internet.
2. The students look for auxiliary data on the internet.
3. The students look for the document by themselves.
This is included in the “explore” tag.
disgusting The students yell “So disgusting!”
This is a primitive tag that emerged from the data.
scream The students scream. It includes the “disgusting” tag.
This is a sign of (but not necessary is) the interest of the students (the “interest” tag).
photograph When the teacher switch to broadcasting and
demonstrates the source code, students take pictures with their cellular phones, to help them not to forget the source code the teacher was demonstrating.
This is a primitive tag that emerged from the data.
discussion The students discuss the problems in the class with each other.
This is a primitive tag that emerged from the data, and is included in the ‘cooperation” tag.
immersed 1. Keep practicing at free time.
2. Keep practicing when the class is off.
This is included in the “interest” tag.
finished The students finish their jobs or practices.
This is part of the class events, and is included in the
“class” tag.
distracted Students at the class time
1. Read contents irrelevant to the class on the internet.
2. Play with their cellular phones.
3. Listen to the music.
4. Read textbooks from other subjects.
5. Fall asleep.
6. Discuss topics irrelevant to the class content.
Tag Definition and description 7. Play.
lag The students are still at their previous steps when the class has moved to later steps.
This is a primitive tag included in the “difficulty” tag.
frustrated The students demonstrate a sense of failure to accomplish their jobs.
This is a primitive tag included in the “difficulty” tag.
anxious The students demonstrate their desire to finish their jobs but fail to do so.
This is a primitive tag included in the “difficulty” tag.
confused The students do not know what to do in their learning progress.
This is a primitive tag included in the “difficulty” tag.
uninterested The students demonstrate lack of interest without obvious external causes.
This is a primitive tag included in the “difficulty” tag.
cooperation 1. The students ask other students.
2. The students teach other students.
3. The students watch the practices of other students.
4. The students discuss with one another.
This tag is not used in the analysis, as cooperative learning is not part of the study.
investigate The behaviors of the students that the observer do not understand. This was going to be investigated. But in fact, as the memory of the behavior fades quickly, further investigation is not possible.
This tag is to be excluded from the analysis.
obstruction Events which are irrelevant with but may affect the class, including but not limited to:
1. Facility (hardware, sound effects) broken.
2. People who is not the teacher nor the students of this class gets in and out of the classroom.
3. The special clothing of the students.
4. The students paying attention to the observer.
5. The effect of the weather.
This tag is not analyzed directly, but to provide hints for the analysis and to justify the result.
methodology Reflective thinking of the research method of the researcher.
This tag is to be excluded from the analysis.
pedagogy Reflective thinking of the teaching practice and material design.
This tag is not analyzed directly, but to provide hints for
Tag Definition and description the analysis and to justify the result.
teacher 1. Discussion between the observer and the teacher in the classroom.
2. Answers from the teacher for the questions the observer asked in the classroom.
3. The opinions and feelings the teacher expressed in the classroom.
This tag is not analyzed for the classroom events, but to provide alternative source of data collection.
observer The obstruction caused by the observer.
This tag is not analyzed directly, but to provide hints for the analysis and to justify the result.
myself Notes of the observer that are irrelevant to the pedagogy or the methodology.
This tag is to be excluded from the analysis.
clarify Things that need to be clarified with the teacher.
This tag is not analyzed directly, but to provide hints for the analysis and to justify the result.
APPENDIX I EXAMPLES OF TRANSCRIBED
# students 40. 21 males, 19 females.
Seats From left to right: 10/10/10/10. The right two rows are females. The left two rows are males. 2-10 is a male student, sitting at the last seat of the female row.
Absent None.
Scenarios Little crab.
Concepts Method calls, if-conditional statement.
Upload? Yes.
Summary Students started to write programs.
Lots of screams of “disgusting” appears. The “disgusting” screams concentrate in this week (week #2). But students started to write programs but not play. Why?
Time Students Event Comment Tags
10:25 1-9 Can move now. class,
finished
10:25 4-10 Put lots of crabs. explore
10:25 teacher Start broadcasting. “Add
turn. Pass a parameter to
turn to turn around.”
class
10:26 2-9 “So disgusting!” Demonstrating the crab walk and turn so that it walk in a circle.
interest, disgusting, scream 10:26 4-10 “So disgusting!” Demonstrating the crab
walk and turn so that it walk in a circle.
interest, disgusting, scream
Time Students Event Comment Tags Kids scream “so
disgusting” a lot. Is it a new term of the teenage subculture, which has a different meaning?
10:26 teacher Stop broadcasting. “Do
turn.”
class 10:26 4-9 Scream and laugh. Because the effect that
the crab circles around?
interest 10:27 4-9,4-10 4-10: “Oh!” (Scream) 4-9
watch 4-10: “So disgusting!”
interest, disgusting, scream
10:27 2-9 “So cool!” interest,
scream 10:28 teacher Start broadcasting. “Now
make it turn at the world edge.”
class
10:28 teacher Started Scratch,
demonstrated the “if” in Scratch, and to replace it with the text “if”.
10:30 teacher Put conditions in braces.
Notice that there are many braces. Do align the braces. Do indent with 4 spaces.
class
10:31 4-9 “Super cool!” Turn at the world edge. interest, scream
10:31 “Oh!” interest,
scream
10:31 teacher Stop broadcasting. class