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Related Concept Videos

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There are many research methods available to psychologists in their efforts to understand, describe, and explain behavior and the cognitive and biological processes that underlie it.
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Exploring Student Sensemaking When Engaging with Anomalous Data.

Adrian Adams1, Lauren Barth-Cohen2

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Students encountering anomalous data in research use various reasoning strategies to understand and address it. Explaining the cause of anomalies influences decisions on how to handle the data, crucial for effective lab support.

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Area of Science:

  • Undergraduate research education
  • Scientific reasoning
  • Data analysis

Background:

  • Students frequently encounter anomalous data in undergraduate research, deviating from expected outcomes.
  • Current research often relies on retrospective methods like interviews or surveys to understand student reasoning with anomalies.
  • There's a need to study students' real-time decision-making processes when faced with unexpected data.

Purpose of the Study:

  • To investigate students' in-the-moment sensemaking and reasoning when identifying and addressing anomalous data.
  • To explore the epistemological resources students utilize when interacting with unexpected data points.
  • To understand how students' explanations for anomalies influence their subsequent data handling choices.

Main Methods:

  • Think-aloud interviews were conducted with undergraduate students interacting with anomalous data within larger datasets.
  • Qualitative analysis focused on identifying students' epistemological resources and reasoning patterns.
  • The study examined the link between students' reasoning and their decisions regarding anomalous data.

Main Results:

  • Students employ diverse epistemological resources during sensemaking about anomalous data.
  • The explanations students generate for anomalies directly impact their decisions to retain, remove, recollect, or mitigate the data.
  • Students' reasoning processes are complex and varied when dealing with unexpected results.

Conclusions:

  • Understanding students' immediate reasoning about anomalous data is essential for effective pedagogical support in research settings.
  • The study underscores the importance of real-time analysis of student sensemaking to improve undergraduate research training.
  • Developing targeted interventions based on students' epistemological resources can enhance their ability to manage anomalous data.