05 November 2008

How-To Advice on Think-Alouds to Explore Students' Problem Solving

The problem: From mathematical perspectives on assignment in CS1 to naive views of probability in AI, students' misconceptions can lead them astray in CS problem-solving. Identifying and addressing those misconceptions is an important step in helping them achieve expertise in the discipline.

Unfortunately, getting inside a student's head to understand how they perceive and address a problem can be tremendously difficult. Just seeing a student's solution to a problem gives scant hints on their thought process.

A solution: Think-aloud protocols (common in HCI) can help us to explore students' thought processes as they solve a problem.

The basic idea of a think-aloud is for you to quietly observe a student as the student solves a problem. The student, in turn, vocalizes (but does NOT explain) their thoughts as they work. To make this effective, have the student practice on a simple problem first, be sure they don't try to clarify or interpret their thoughts for you, prompt them with a simple "Please keep talking." if they fall silent, and sit out of the student's line-of-sight during the process (to reduce the feeling that they're talking to you). Ericsson and Simon suggest mental multiplication (e.g., "24 x 36") as a practice task, which should produce verbalizations like "'carry the 2,' 'fourteen,' 'one forty four,' 'let's see,' and 'seven twenty'" rather than vocalizations like "I'm going to start working on the problem now. I know that my algorithm for multiplication is...". Between the work you see the student performing and the verbalizations, you will hopefully be able to learn a bit more about what's going on inside the student's head.

This is a time-intensive process; so, you'll want to use this technique only for critical questions. You may also want to work with your friendly neighbourhood STLF (or HCI specialist!) either to help plan your think-alouds or to help execute them.

Read more about think-alouds for exploring student thinking in:

Ericsson, K. A., & Simon, H. A. (1993). Protocol analysis: Verbal reports as data (Rev. ed.). Cambridge, MA: Bradford Books/ MIT Press.

Ericsson, K. Anders and Simon, Herbert A.(1998)'How to Study Thinking in Everyday Life: Contrasting Think-Aloud Protocols With Descriptions and Explanations of Thinking',Mind, Culture, and Activity,5:3,178--186.

Payne, J. W. (1994). Thinking aloud: Insights into information processing. Psychological Science, 5,241,245-248.

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