Figure 1
Study logic model.
Table 1
Observation protocol for recording fieldnotes during in-person dissection sessions.
| Thematic Episodes | Record brief description of the type of group work students are doing. This may include reading task material, discussing the object, working individually, or assigning tasks. Mark description with time stamp. Record new description and time stamp when nature of work transitions to different type. If students are working individually, note each role. |
| Individual Roles | Using assigned codes, take note of the occurrence of students’ individual roles (e.g., emerging leaders, bystanders, organizers, etc.). Were these roles self-assigned? Note changes in roles and include timestamps when possible. |
| Verbal Interaction | Record nature of interactions including episodes of P1, P2, P3, and P4, as well as off- task talk and any TA interactions. For TA interactions, record the nature of the interaction (e.g., Did students initiate with a question?). Take note of talk that explicitly includes the object. |
| Influence of Object | Record nature of students’ interaction with object; use timestamps when possible. How is the object being used or manipulated? Is it being passed among multiple students? How many group members have touched the object? Do different members use or interact with it in different ways? |
Table 2
Modeling assessment rubric.
| CATEGORY/SUBCATEGORY | SCORING BREAKDOWN | SCORE | TOTAL POSSIBLE POINTS |
|---|---|---|---|
| Modeling Effort | 18 | ||
| Modeling effort—part count, complexity (6 = A, 5 = B, 4 = B, 3 = C) | /6 | ||
| Modeling accuracy, attention to detail (6 = A, 5 = B, 4 = C) | /6 | ||
| Use of lighting, texture, backgrounds, translucency (5 = A, 4 = B, 3 = C) | /5 | ||
| Rendered section view of assembly | /1 | ||
| Animation | 9 | ||
| Quality, complexity, clarity of animation (6 = A, 5 = B, 4 = C) | /6 | ||
| Focus on product function (3 = A, 2 = B, 1 = C) | /3 | ||
Figure 2
Task products assigned to groups in the study. These included (from left): a calendar puzzle, Stirling engine model, and desktop gumball machine. Calendar puzzle reproduced with permission; Stirling engine and gumball machine reproduced under Creative Commons license.
Table 3
Initial themes that emerged from analyzing dissection session observations.
| THEME | DESCRIPTION |
|---|---|
| Type of Product | Characteristics related to the product itself, such as purpose, target audience, difficulty to dissect, and amount of available information. |
| Divide-and-conquer | Episodes in which group members divide into subgroups, either subconsciously or by choice, to tackle multiple aspects of the dissection process simultaneously. |
| Collaboration | Episodes of collaborative behavior as characterized by P1–P4 processes. |
| Physical Interaction with Product | Group members’ physical interaction with the product. |
| Physical Collaboration through Product | Group members’ physical collaboration with one another through manipulation of the product. |
Table 4
Individual activities observed during dissection sessions.
| ROLE | DESCRIPTION |
|---|---|
| Documentation | Student documents dissection process by taking notes (e.g., in a Google doc), making labels, etc. This includes organization of parts (such as separating into labeled bags for storage). |
| Active Dissection | Student actively works to dissect product. May include following directions from the active observer. |
| Active Observation | While not actively dissecting the product, student assists in dissection process by retrieving necessary tools, helping to hold parts, making suggestions for what dissector should do, etc. May include following directions from other students. |
| Passive Observation | Student observes dissection but does not assist, interact with the product, or make suggestions. |
Table 5
Coding scheme for analyzing observations from dissection sessions.
| CODE | DEFINITION |
|---|---|
| Subgroups | 0 = No division (either all working together or all working separately) |
| 1 = Presence of subgroups | |
| Collaboration (includes non-verbal signals; multiple codes may be applicable) | 0 = N/A (no collaboration observed) |
| 1 = Students are working together on task. Includes episodes of actively measuring loose pieces (no dissection). | |
| 2 = Students are exploring the scope of the task (P1). Examples include asking what they need to do or discussing the type of task (“So are we just taking this apart?” “I think we need to take pictures today”). This can also include exploring supporting materials. | |
| 3 = Students exhibit planning behavior, such as verbally planning what to do (P2). (“Someone needs to document while we do this,” “We should start by removing this piece.”) | |
| 4 = Students discuss the dissection itself, such as commenting on difficulty; students quietly work to dissect the product (P3). (“It’s hard to get this piece off,” “Can you help me do this?” “I think we now have to look at this.”) | |
| 5 = Students evaluate their work. This may include identifying errors or suggesting changes to their method (P4). (“We should’ve taken this part off last,” “Maybe we should label these instead.”) | |
| Off-Task | 0 = No off-task talk/activity noted |
| 1 = At least one student is behaving or talking off task | |
| Verbal Interaction | 0 = None specified |
| 1 = Verbal interaction is occurring among at least two group members (i.e., dialogue or narration, whether as a full group or in subgroups) | |
| 2 = Group is specified as working quietly | |
| Dissection | 0 = Dissection is not taking place |
| 1 = Dissection is taking place (i.e., product is being disassembled; parts are being removed, often through tool use) | |
| Physical interaction with object | 0 = Students are not physically interacting with product |
| 1 = Students physically interact with product through touch. Can include inspection, manipulation, and handling, but does not include removal of parts (i.e., dissection). |
Figure 3
Modeling scores per each group in the study are presented as a percentage out of 100.
Figures 4, 5
Modeling scores versus dissection proportions (left) and total dissection entries. In Figure 4, the dots represent the calendar puzzle, Stirling engine II, Stirling engine I, and gumball machine from left to right. In Figure 5, the dots represent the Stirling engine II, Stirling engine I, calendar puzzle, and gumball machine from left to right.
Figures 6, 7
Group members work on the calendar puzzle (left). The finished puzzle (as shown in group’s CAD model) can be set manually.
Table 6
Case 1: Calendar Puzzle. Proportion of time spent in each behavior.
| CODE | RESULT |
|---|---|
| Total observation timestamps | 72 |
| Verbal interaction | .653 (47) |
| Dissection | .278 (20) |
| Physical interaction | .208 (15) |
[i] Note: Proportions for tables 6–9 were calculated by dividing the frequency of each code by the total amount of observation timestamps. For each table, the raw data (in parentheses) reflects code frequencies.
Figures 8, 9
Group members explore their product (left). The assembled Stirling engine desktop model has moving components that mimic the internals of the full-scale engine (as depicted in the group’s CAD model). Images reproduced with permission.
Table 7
Case 2: Stirling Engine II. Proportions of time spent in each behavior.
| CODE | STIRLING ENGINE II |
|---|---|
| Total observation timestamps | 42 |
| Dissection | .357 (15) |
| Measurement collaboration | .381 (16) |
| Documentation | .429 (18) |
| P4: Evaluating work and considering alternatives | .000 |
Figure 10
Group members record product dimensions. Image reproduced with permission.
Table 8
Case 3: Stirling Engine I. Proportions of time spent in each behavior.
| CODE | STIRLING ENGINE I |
|---|---|
| Total observation timestamps | 58 |
| Dissection | .466 (27) |
| Measurement collaboration | .258 (17) |
| Documentation | .534 (31) |
| P4: Evaluating work and considering alternatives | .034 (2) |
Figures 11, 12
Group members dissect the gumball machine (left). This group’s CAD rendering of the gumball machine cross section displays its internal components (right). Images reproduced with permission.