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1.
Physicists and physics students have been studied with respect to the variation in the ways they expound on their topic of research and a physics problem, respectively. A phenomenographic approach has been employed; six fourth‐year physics students and 10 teacher‐researcher physicists at various stages of their careers have been interviewed. Four qualitatively distinct ways of expounding on physics have been identified, constituting an outcome space where there is a successive shift towards coherent structure and multiple referent domains. The interviewed person is characterized as expressing an ‘object of knowledge’, and the interviewer is characterized as a willing and active listener who is trying to make sense of it, constituting a ‘knowledge object’ out of the ideas expressed and personal experience. Pedagogical situations of analogous character to the interviewer–interviewee discussions are considered in the light of the analysis, focusing on the affordances for learning offered by the different forms of exposition. 相似文献
2.
Paul Andrews 《Technology, Pedagogy and Education》2013,22(3):301-316
ABSTRACT Twenty‐seven United Kingdom teachers of secondary mathematics were interviewed about information technology (IT) and its influence on their teaching of mathematics. A common factor to emerge was the nature of their first experience of computers and the impact it had on their subsequent professional activity. The analysis identified four ways in which teachers first encountered computers; as learners at school, university or colleges of education, as teachers undertaking in‐service training, as self‐taught adult learners, or as employees or researchers engaged in computer‐based activity prior to becoming teachers. A significant issue to emerge was that similar initial encounters are likely to have different and lasting professional consequences depending on the persons involved and their perceptions of mathematics, computers, the relationship between the two, and a range of other personal and institutional factors. Some implications for both pre‐service and in‐service training are discussed. 相似文献
3.
Marcy P. Driscoll Walter Dick 《Educational technology research and development : ETR & D》1999,47(2):7-18
In this paper, we review the current state of research paradigms in the field of instructional technology from the perspective
of research standards and paradigms recommended by Leslie J. Briggs in the early 1980s. Our analysis of articles published
in Educational Technology Research and Development from 1992 to 1996 revealed that relatively few research paradigms were
used and that studies did not, for the most part, adhere to Briggs's (1984) Culture Four standards. Perhaps the most startling
result was that more than half the articles published were not empirical studies at all. We discuss some reasons for these
findings and suggest that instructional technology (IT) researchers make a renewed commitment to Briggs's standards. IT researchers
can again advance knowledge in the field in significant ways by collaborating with partners in the field and focusing on questions
related to instructional design processes, questions that require the use of more developmental research methods.
She is President Elect of AECT and will assume the presidency in February 2000. 相似文献
4.
Keith Morrison 《Compare》2006,36(2):249-264
This paper explores the sensitivities of conducting educational research in small states and territories, where the very act of conducting research, aside from its purposes or focuses, is itself a sensitive matter. The paper takes a ‘critical case study’ of Macau and examines cultural, educational, political, micro‐political, interpersonal and practical issues, overlaid by characteristics of Chinese culture, that must be factored into the planning and conduct of research in the territory. It suggests that compromises and trade‐offs have to be made in educational research in small states and territories, and argues that researchers must anticipate a range of problems in advance, and, through ingenuity, networking and sensitivity, overcome them. The magnification of sensitivities in small states and territories contributes to their special educational ecology; investigating these is frequently an interpersonal as well as a research matter. 相似文献
5.
Justine Mercer 《牛津教育评论》2013,39(1):1-17
This paper explores the challenges faced by educational researchers investigating the places where they work. It reviews the literature on insider research and draws upon the author’s own experience of researching faculty appraisal at two Higher Education institutions where she taught. It argues that the insider/outsider dichotomy is actually a continuum with multiple dimensions, and that all researchers constantly move back and forth along a number of axes, depending upon time, location, participants and topic. The assumption that one kind of research is better than the other is challenged, and the advantages and disadvantages of insider research are discussed in terms of access, intrusiveness, familiarity and rapport. Finally, three dilemmas relating to informant bias, reciprocity in interviews, and research ethics are examined from an insider researcher’s perspective, and the ways in which the author responded to these dilemmas at different points in her own four‐year two‐site study are critiqued. 相似文献
6.
David E. Coe 《International journal of qualitative studies in education》2013,26(4):313-331
Many texts that offer guidance to beginning researchers suggest that the competent ethnographer, while attempting to portray participants’ ways faithfully and accurately, should also demystify the research process through open revelation, self‐monitoring, and self‐evaluation. This paper illustrates the complexities of ethnographic inquiry by examining critically a study of literacy‐related activities of nursery school children and their teachers. Four stages of researcher development are proposed and described as a heuristic device in order to trace and expand issues germane to ethnographic research. The paper attends to some current concerns about contemporary discourse on research methodology, particularly how to make sense of the content‐specific issues that surface as a result of research, and also the experience itself of doing the research. 相似文献
7.
Claire Robson Dennis Sumara Rebecca Luce‐Kapler Bridget Coll Pat Hogan Greta Hurst 《Changing English: An International Journal of English Teaching》2010,17(4):385-398
For a number of years, Rebecca Luce‐Kapler and Dennis Sumara have been investigating the ways in which literary practices of close reading can help change how we think and how we remember. They have also considered how such practices might help make us more critical of normative representations of remembered experience. More recently, they have been joined by Claire Robson, who works with and investigates memoir writing. In 2009, Robson and Sumara were joined by their six older lesbian research participants at a conference held at the University of British Columbia entitled ‘Queerly Canadian: Changing Narratives’. The six women performed extracts from memoirs they had written as part of the research data and joined the researchers in offering theories and insights about the writing processes in which the group had engaged. That presentation and this paper represent the evolution of a two‐year collaboration between these researchers and the six women, who are listed as co‐authors on both the presentation and this paper. 相似文献
8.
Andrew Gitlin 《International journal of qualitative studies in education》2013,26(6):627-645
Qualitative research has extended the boundaries of legitimate knowledge by including the insights of ‘subjects’, valuing the voices of groups that have been excluded from telling their stories, seeing the complex ways researchers may be positioned in relation to other research participants, and becoming more diverse in their views of validity and reliability. Gitlin argues that these extensions have been a powerful force in furthering a politics of inclusivity within the knowledge production process. While this politic is argued to be important and critical in the development of qualitative methodologies, Gitlin claims it is time to look at what might lie on the other side of a politics of inclusivity. He does so by using an emergent form of inquiry he calls educational poetics. Moving to the borderlands between the educational and aesthetic communities, this political humanist form of inquiry is centered on having commonsense become an object on inquiry with the purpose to fostering relations of freedom. 相似文献
9.
The purpose of this mixed‐method study was to investigate the changes in high school students' perceptions of fluency with innovative technologies (IT) and the levels of students' scientific inquiry abilities as a result of engaging students in long‐term scientific research projects focusing on community‐based environmental issues. Over a span of 3 years, a total of 125 ninth‐ through twelfth‐grade students participated in this study. A project‐specific Likert‐scale survey consisting of three parts (fluency with All Technologies, GPS/GIS, and CBL2/EasyData) was administered to all students as a pre‐ and post‐test. At the end of the study, 45 students were randomly interviewed and asked to elaborate on the changes in their perceptions of fluency with IT. The results indicated statistically significant increases (p < 0.001) in students' perceptions of their fluency with IT. Qualitative analysis of students' interview results corroborated the statistical findings of students' changes in perceptions of their fluency with IT. Students' research papers based on the environmental studies conducted at the interface of classroom and community were analyzed using the Scientific Inquiry Rubrics, which consist of 11 criteria developed by the researchers. Results indicated the students' abilities to conduct scientific inquiry for 7 out of 11 criteria were at the proficient level. This study clearly points to the correlation between the development of IT fluency and ability levels to engage in scientific inquiry based on respective competencies. Ultimately, this research study recommends that students' IT fluency ought to be developed and assessed concurrently with an emphasis on contemporary higher order scientific inquiry abilities. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 48: 94–116, 2011 相似文献
10.
This article attempts to describe students’ process of learning physics using the notion of experiencing variation as the
basic mechanism for learning, and thus explores what variation, with respect to a particular object of learning, that students
experience in their process of constituting understanding. Theoretically, the analysis relies on analytic tools from the phenomenographic
research tradition, and the recent group of studies colloquially known as the variation theory of learning, having the notion
of experiencing variation as a key for learning at its core. Empirically, the study relies on video and audio recordings of
seven pairs of students interacting in a computer-simulation learning environment featuring Bohr’s model of the atom. The
data was analysed on a micro-level for the emergence of student-recognised variation, depicted in terms of ‘threads of learning’.
This was done by linking variation around aspects of the object of learning present in the situation, and attended to by the
students, to new ways of seeing—characterised as an expanding anatomy of awareness, and hence as learning. The students’ threads
of learning are characterised in terms of two stages of learning progress: (1) discerning variation, and (2) constituting
meaning from this experience of variation (experienced as holistically relevant in the students’ conceptual domain of physics
and the Bohr model). Two groups of threads of learning were identified: one where the variation experienced by students was
within an aspect of the object of learning, and one where variation was across several aspects. 相似文献
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13.
Jane Abbiss 《Gender and education》2008,20(2):153-165
A review of the international research literature pertaining to gender and information technology (IT) schooling reveals changing ideas about what constitutes a gender problem. Much of the literature is concerned with gender differences in computer uses and interests and perceived disadvantages accruing to females as a result of these differences. This reflects and contributes to a dominant liberal equity discourse. Growing awareness of the limitations of earlier research, the changing nature of IT schooling, contradictions in students’ computer interests and dissatisfaction with simplistic explanations has led, however, to post‐structural rethinking and the emergence of a critical discourse. Assumptions of essential differences and deficit ways of thinking are challenged. Persistent gender differences in IT use are explored in their social complexity and the very notion that there is a gender problem is problematised. This presents a different and ultimately more satisfying way of thinking about the problem of gender and IT schooling. 相似文献
14.
Teachers’ learning in a learning study 总被引：1，自引：0，他引：1
Mona Holmqvist 《Instructional Science》2011,39(4):497-511
The point of departure in this study is the question: do teachers who develop theoretical knowledge of the variation theory change the way(s) they offer their pupils the object of learning due to the theoretical framework. The aim of the study is to describe this development, i.e. to find if and how teachers developed theoretical knowledge when planning instruction, and in what way(s) this has an impact on the pupils’ learning outcome when using contrasts in the instruction. The theoretical framework is strongly content related, and by analysing the learning object’s critical aspects the teachers are guided to focus on the content in this particular way. The question “what does it take to develop knowledge about the object of learning?” has to be answered by the teachers before choice of teaching method is made. The research method used is Learning Study, a fusion between lesson study and design experiment. The teachers (6) have carried out nine research lessons in three Learning Study cycles (containing three lessons each). The pupils belong to three different classes and are between 9 and 11 years old. The result shows how the teachers gradually use the variation theory when planning instruction and how the learning outcomes shown by the pupils improve. The developed theoretical insight seems to affect the teachers’ ways of seeing the object of learning, such as subtle changes of how to organize the critical features of the learning object, are discerned. In every learning study cycle contrasts are used in one lesson, and in the analysis of the effect of the contrasts, the two remaining lessons are used as control groups. The results show the impact of contrasts in the pupils’ learning outcomes. The need to complement a lesson study with a theoretical perspective on learning is that the teachers are then given the opportunity to make use of the theory when planning instruction individually, not only in a lesson study. There again, the Learning Study model seems to be a powerful model with which to develop teachers’ understanding of the theoretical framework. 相似文献
15.
Lynn McAlpine 《International Journal for Academic Development》2013,18(3):229-240
While there are increasing numbers of fixed‐term researchers internationally, their experiences are relatively under‐examined. As a result, I argue their developmental needs are not well understood and rarely addressed. This study – a cross‐case analysis of social science researchers in two universities in the UK – builds on the few existing studies; it confirms earlier findings that conditions have not substantially changed, yet new themes emerged that create a richer representation of researcher experience. The goal of this article is to sensitize us as an academic development community to the needs of these individuals and ways in which we might engage with them. 相似文献
16.
AbstractReferring to Haraway’s concept of tentacularity, this article embarks on a curious research practice-inspired speculative journey to think with material tentacular becomings in an Australian kindergarten. Some of the questions that guided our curious research practice asked: How does curious practice as a postqualitative methodology enable us, as researchers, to cultivate a presence that creates the conditions for these research encounters and events to be perceived? What becomes possible for generative relational diverse learning with matter-energies if we accept that there is no rational explanation at hand? What worlds come into being if we speculate instead of rationalize? How do children animate, and are animated relationally, in particular worlds and not in others? How do we, as researchers, become entangled within children’s ways of perceiving and naming encounters? We experimented with Haraway’s notion of tentacularity as our navigational tool to map four entangled territories in this article. 相似文献
17.
This article constitutes an attempt by a teacher and a researcher to jointly present their dual perspectives on the experience of a pilot phase of school‐based research. The discussion focuses upon the methodological difficulties that we each experienced both before, and during, the period of the research. In light of these, the article discusses concrete ways in which the methodology of the broader study could be improved, and considers the deeper issues relating to teacher‐researcher interaction which have emerged through this shared methodological reflection. We see this article as contributing to the growth of collaborative writing by researchers and research participants, and furthering the ongoing methodological dialogue within environmental education research. 相似文献
18.
Colleen Megowan-Romanowicz 《Journal of Science Teacher Education》2010,21(8):993-1011
Teachers enrolled in the master of natural science program for high school science teachers at a large research university
must complete a year-long action research study. This account, by the program’s action research coordinator, describes both
process and outcomes of this research experience from the perspectives of the research coordinator and the teacher–researchers,
shedding light on the organizational learning that takes place, and the ways in which the research experience affected individual
teacher–researchers. Teachers reported that their action research experience changed them in fundamental ways, providing them
with a framework for deepening their understanding of student thinking, challenging their folk wisdom about teaching and learning,
building confidence in their abilities and renewing their commitment to teaching as a vocation. 相似文献
19.
有效又便于教师掌握的研究方法对教师专业成长十分重要。引导性日志作为一种新的质性研究方法,是以关注被研究者的内心情感为出发,在研究者的引导下通过日志的形式,记录自己的学习成长经历和学习过程中的情感体验,这种新兴的研究方法为研究者提供第一手可靠的资料。本文在借鉴国外理论和实践研究的基础上,重点探讨关于引导性日志的模式建构及其开发应用的策略,为引导性日志在国内本土化的教育实践开发和应用中提供理论借鉴的基础和依据。 相似文献
20.
This article describes two academic development activities which exemplify how phenomenographic ideas and the results of phenomenographic research, can be built into the design of teaching development workshops for staff teaching in higher education. The activities focus on two important tenets of a phenomenographic approach to teaching and learning—the experience of variation and relevance to the participant. They are structured in terms of the examination of experience of the participants and their students. They seek to help the participants see variation within the experience as a way of helping them examine their own experience and change their way of seeing teaching. They also set the experience in a context where staff can see the connections between teaching and learning such that the goal of changing teaching to improve student learning appears to the teacher as relevant. 相似文献