Chemistry Reference
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Percentage (%) of Codings of the Overall Time
100
80
60
40
20
0
Fig. 2 Percentage of total time (90 min)
Table 4 Coding example 1
Category
Indicator
Ideas for problem-
solving
2.1 Lennard and Paul develop ideas for an experimental design (in a
team)
Teacher: Do you have an idea for an experiment to solve the problem?
Lennard: Yes. (Puts his hand up.)
Teacher: How? How can you show it?
Lennard: We will take small paper chips.
Teacher: Mhm.
Lennard: Or we put those [paper chips] into the water; those are the fish then.
Teacher: Aha.
Lennard: We put ice on top and heat it at the bottom.
Teacher: OK, do you want to install that? (Lennard nods and stands up.)
My assumption was that Lennard was thinking about an experiment (Fig.
3
)of
the learning circle (phase 2 of the teaching unit) and thus used his prior knowledge
without using box 2 of the support system (his file; see Fig.
1
).
Additionally, Lennard came up with the idea to recreate fish, and for the ground
of the lake, he used a red powder he found in the repository. He looked for materials
on top of the provided material table. More generally, Lennard conducted a
comparatively complex experiment of his own devising and was highly focused.
Concerning the affective dimension focused on in my study, he seemed to partic-
ipate very actively, and no fear of this new challenge was perceptible. In view of his
usual, quite emotional way of approaching or rather avoiding new tasks, this was a
remarkable change in his behavior.
Paul also showed a notable change regarding his engagement. At the beginning
of this unit he struggled with being videotaped, showing highly defensive and
aggressive behavior—although he was actually used to being recorded from earlier
situations. But after a while of just observing, he began to join Lennard on his own
impulse. He was very supportive and accepted Lennard as idea provider, although
he himself usually was the one calling the shots. This was an impressive change
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