Heather Wylie
GIFTS Workshop
November 17, 2009
Puzzle Exercise:
Addressing “Theory Anxiety”
Rationale:
Theory is a crucial tool in the analysis of data in both the natural and social sciences. As such, understanding theory and how it works is a key component to helping students develop strong critical consumption skills. However, students are often reluctant to engage in theory, largely as a result of what has been coined “theory anxiety”. This is a collective terms that refers to the most common reaction students have upon being introduced to theory which may include, but are not limited to: confused, overwhelmed, disconnected, bored.
This exercise is designed to take away some of the mystery about what theory is and what it is used for. Upon successful completion of this exercise, students should come away with a basic understanding of theory which will provide them with a context in which to critically analyze and apply discipline specific theories.
Materials:
Time: Between 50 and 70 minutes
Puzzles: Have 1 (100 piece) puzzle for every 5-6 students. Puzzles for children ages 5-8 seem to work best.
Labor:For each puzzle:
- Put all of the edge/corner pieces and the picture in a large envelope marked “Do Not Open”. Label this “Puzzle A” (For the next puzzle, “Puzzle B, and so on)
- Put all of the inside pieces in another large envelope marked “Open”. Label this “Puzzle A”.(For the next puzzle, “Puzzle B, and so on)
Description:
Step I
Start the exercise by giving students a general definition of theory. For example, “Theory is a general statement about how two or more facts are related to one another”. Ask students how confident they are about their understanding of this definition. Follow this with a discussion of about how students feelabout the forthcoming discussion on theory. Emphasize that you’re interested in their emotional (vs. academic) reaction to this word. Most students will admit to one or more of the following: anxious, bored, confused.
Next, explain that this sort of reaction is normal. Suggest that many students do not feel comfortable with theory not necessarily because it is difficult, but rather, because many have not been properly introduced to what theory generally is. Thus, the rationale for the exercise they are about to participate in.
Step II
Have the students divide themselves into groups of 5 or 6. Have them leave their belongings in their seats and locate a spot on the floor where all of them can sit in a circle. (Note: Have students that are unable to sit on the floor for physical reasons to sit in a chair close to a group). When everyone is seated give each group two folders marked “Open” and “Do Not Open” that are from the same puzzle. Do NOT mention that they will be working on a children’s puzzle (the element of surprise seems to help). Make sure to tell that students that they are not allowed to open either folder until you tell them to. Announce that you will give them approximately ten minutes once they open the “Open” envelope. Tell then that this is a race (the element of competition seems to help). It helps if the instructor walks around while students are working on their puzzles to get a sense of how they are working together. After approximately ten minutes, tell them that they can now open the “Do Not Open” envelope. Once a group finished the puzzle, the activity is finished.
As students break down their puzzles (make sure to have them put the edge/corner pieces along with the picture in the “Do Not Open” envelope and all of the inside pieces in the “Open” envelope), ask them to discuss the possible connections between what they have just done and the definition of theory that you gave them earlier. When they are done putting their puzzles away, have them return to their seats.
Step III
Ask students what was missing in the “Open” envelope. They will immediately reply “the edges” or “the picture”. As such, ask students (and list these on the board) about what strategies they used to start making sense of the puzzle without these organizing components. Many students will report one or more of the following: matching colors, patterns, guessing at the picture.
After finishing the list, ask students what they think the connection is between this activity and the definition of theory given earlier. Encourage a number of different interpretations. Depending on the feedback, ask them what they think the inside pieces in the “Open” envelope represent. Tell them that these represent facts/data. Then, refer back to your strategies list and emphasize that groups immediately tried to make sense of their “facts/data” by using certain strategies to see how their facts fit together. Then ask them how the process went once they opened the “Do Not Open” envelope. Most students will report that the edges/corners and picture made the process faster, that it gave them the context or point of reference for how all of the pieces go together. Then ask them what these edge/corner pieces and picture represent. Tell them these represent theory.
Processing:
At this point, emphasize that this process represents the research process. Researchers gather facts/data (via scientific experiments, interviews, surveys, observations) and try to make sense of how it fits together, to figure out what the story is. However, only when they have theory (edges/corners and the picture) to they get a more complete sense of what their facts/data says. In short, that all theory really is is a tool that helps researchers make sense of information.
Students are encouraged to use this exercise as a “doorstop” in their minds when we start discussing specific theories since the details of various theories can be overwhelming. I consistently remind them over the next few course sessions, as we discuss various theories, of this exercise and that again, theory is nothing more than “edge pieces” to help us make sense of large amounts of data.
Students repeatedly mention this exercise in course evaluations. They note that the novelty of working on children’s puzzles in a college classroom is both interesting and informative as it addresses the kinesthetic learners in the course.