DOCSLIB.ORG

Choosing the Right Qualitative Approach: Is Phenomenography a Design for My Study? Ponnambily Jobin*, Sue Turale

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Choosing the Right Qualitative Approach: Is Phenomenography a Design for My Study? Ponnambily Jobin*, Sue Turale Choosing the Right Qualitative Approach: Is Phenomenography a Design for my Study? Ponnambily Jobin*, Sue Turale Introduction variations of these, with grounded theory (GT), ethnography, phenomenology, narrative inquiry, case The Pacific Rim Journal of International Nursing studies, action research (AR), and participatory action Research has published a wide range of studies utilizing research (PAR) being among the more well-known different research approaches, as well as introducing ones. As the years go by, the number of qualitative to readers’ descriptions of research approaches they may research approaches and methodologies has grown not have considered before. In this short methodology as scholars extend the boundaries of science and paper our aim is two-fold. We begin by encouraging you develop new ways of uncovering knowledge and the as the researcher or the would-be researcher to think understandings and meanings of phenomena. In our carefully about the qualitative approach that you choose rapidly transforming world, qualitative scholars attempt for your study. Then we outline phenomenography so to get to the real “truth” of such phenomena, to the that you can decide whether this would be useful core of people’s experience, and then describe in the approach for you to explore and use in the future. best way possible those experiences lying at the heart Phenomenography is not well known or utilized of people’s realities. Today, for many of us in nursing much in the Asia-Pacific region in nursing research, research and practice, the emphasis is about making apart from in Australia. It has been used in the west, sense of too much information being available in our particularly in Scandinavia, but also in the USA, and worlds as a result of the exponential rise in technological UK and a few other countries to study different experiences developments. So it is vital, when deciding on the research of the people and their perceptions towards certain approach, theoretical framework and the various phenomena. methodologies to use in a study, that consideration is A few words on choosing the right research given to the congruence of these with the related approach socio-cultural context of the study setting(s) and the Qualitative approaches help nursing researchers potential participants. This is to ensure that the social to gain insight into critical phenomena related to the realities and experiences of individuals and groups can people they care for and to different topics such as be efficiently and effectively explored in a meaningful those related to the nursing profession, social and policy way. Each researcher brings to their study their own issues, and health systems. Today, there are many particular world-views or presumptions that help to qualitative approaches available as well as different frame their potential or actual form of social inquiry. Correspondence to: Ponnambily Jobin* RN, Assistant Professor, Chettinad College of Nursing, Chettinad Academy for Research and Education, Chennai, Tamil Nadu. India E-mail: [email protected] Sue Turale, RN, DEd, FACN, FACMHN, Visiting Professor, Chiang Mai University Faculty of Nursing, Chiang Mai, Thailand. E-mail: [email protected] 314 Pacific Rim Int J Nurs Res • October-December 2019 These need to be identified and examined in a reflective theoretical framework or various methodologies for way before any project begins. The theoretical perspectives your study. So, bearing this in mind, here is another that each of us bring to a research study shapes the way research approach you might want to consider: in which we design a study or indeed interpret the phenomenography. findings, even if we have explicitly identified our What is phenomenography? assumptions about the phenomena or about the research This was developed by Ference Marton and processes or have attempted to be ‘objective’ about his colleagues in Sweden at the University of Gothenborg what we are trying to achieve. in the mid-1970s, and originally emerged from an There is, we believe, an imperative for nurse empirical basis, rather than a philosophical or theoretical researchers to continue to challenge the status quo, to one. According to Cutler et al.1 phenomenography is be not only be rigorous in research practices, and ontologically subjective. There is an emphasis placed truthful in our interpretations of the human condition, on the way a group of individuals construct their own but also to try out newer approaches and methods to reality to align with their unique experiences and try to understand and explain phenomena better. So understanding of the world. Marton was a professor as a researcher you need to ensure that you choose and educational psychologist, who characterized carefully the research approach and theories that are phenomenography as a research technique for mapping culture specific or are adapted to fit the setting under social reality, in the subjectively unique and diverse investigation (naturally where necessary seeking ways by which groups of people encounter, conceptualize, permission of the authors of such theories or research see, and comprehend different parts of phenomena in approaches). To explain further, there are some their general surroundings.2 Phenomenography has research approaches or theories or models that at first continued to evolve as it began to be used more glance seem appropriate or relevant, but many are widely; and today “there are two different approaches unrealistic in different cultural settings. They simply in the literature to analysing data: the Marton and do not fit or may be rejected by gatekeepers of research. Åkerlind methods”.3,p.30 For example, in some cultures it might be altogether Undertaking qualitative research using a taboo to ask questions about sexual dysfunction; in phenomenographical design helps you to understand others, people might be willing to fill in an anonymous 1) the experiences of people towards the reality 2) questionnaire but reject totally the idea of undertaking the distinctive manners by which they encounter an in-depth interview on the topic. Additionally, similar phenomena4 and 3) the variation in their some practices of nursing research in the west may be experience through the ‘derived conceptions’5, conducted somewhat differently in eastern countries. which are interconnected6 in different ways. But the challenge always is to ensure a balance between Phenomenography and its context innovation, the reality of researcher’s abilities, careful In phenomenography, researchers should be and relevant adaptation of research practices or theories also the participants for parts of the world are interrelated; to the local situation, and of course the likelihood of they should think about the connection between the getting research approval for your study. Too often in participants and the phenomena by analyzing the our experiences, novice researchers try to implement ‘concept’ of the participants towards the phenomena7. various qualitative approaches without sufficient Marton described people’s experience as having two groundwork, mentorship or supervision, or prior practice, viewpoints: both a referential and structural perspective. Planning and critical thinking, and getting the right The referential viewpoint examines ‘what the phenomena advice is vital regarding your research approach, are’8. The structural aspect considers ‘how do the Vol. 23 No. 4 315 participants go with the phenomena?’, and it is this not to contaminate the data with their own perceptions11. latter aspect that phenomenographers need to concentrate Data analysis commonly begins with the transcription on. Marton further divided the structural aspect into of audio-recorded interviews into verbatim transcripts. two horizons: external and internal horizons. The Below we introduce to you the seven steps to undertake external horizon separates the phenomena from other data analysis easily and effectively4. phenomena in the world, whilst the internal horizon 1. Familiarisation: Reading the transcripts determines the elements of the phenomena and their many times until you get familiar with the data. relationship with each other as well as the whole 2. Compilation: Categorizing the participant entity9. For example, if as a researcher you want to statements based on the similarities and differences. study nurses’ experiences about conflict in the workplace, 3. Condensation: Filtering the categories to you need to explore ‘what is the conflict’ (referential extract relevant from the irrelevant ones. view) and ‘how do the nurses go with a conflict?’ 4. Preliminary grouping: Grouping the similar (structural view). In the structural view, it is necessary categories again into limited numbers. for you to differentiate the conflict from the other 5. Preliminary comparison of categories: elements in the workplace such as tension, stress, and Identifying significant differences between the groups. anxiety (that is, the external horizon). Then, you 6. Naming the categories/groups: Naming need to further explore the interconnected parts of the categories based on the nature of the elements in each conflict such as situations, roles, personal factors, group. environment, and interpersonal factors that influence 7. Final outcome space: Arranging all the that conflict and how do the nurses experience the categories based on hierarchy or nature of occurrence interconnected elements of the conflict in the workplace. to get the whole experience of the participants towards
Load more

Recommended publications
  • Phenomenography: a Methodological Approach for Assessment in Student Affairs Melissa Rands Iowa State University, [email protected]
    Education Publications School of Education 2016 Phenomenography: A methodological approach for assessment in student affairs Melissa Rands Iowa State University, [email protected] Ann M. Gansemer-Topf Iowa State University, [email protected] Follow this and additional works at: http://lib.dr.iastate.edu/edu_pubs Part of the Educational Assessment, Evaluation, and Research Commons, Higher Education Commons, and the Student Counseling and Personnel Services Commons Recommended Citation Rands, Melissa and Gansemer-Topf, Ann M., "Phenomenography: A methodological approach for assessment in student affairs" (2016). Education Publications. 45. http://lib.dr.iastate.edu/edu_pubs/45 This Article is brought to you for free and open access by the School of Education at Iowa State University Digital Repository. It has been accepted for inclusion in Education Publications by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. Phenomenography: A methodological approach for assessment in student affairs Abstract With increased pressure to justify their work, student affairs professionals no longer question the need to engage in assessment (Schuh, 2013). Assessment activities within student affairs have increased dramatically in the past decades, but many of these activities focus on measuring participation and satisfaction. Although important, these activities neglect to answer a more important question: How do student affairs professionals contribute to student learning? (Schuh, 2013; Schuh & Gansemer-Topf, 2010). Despite the increased need to do assessment, many student affairs professionals continue to struggle with ways to measure student learning (Blimling, 2013; Bresciani, 2013; Bresciani, Gardner, & Hickmott, 2009). In this paper, we introduce the reader to one approach, phenomenography, which can be used to document learning in student affairs.
    [Show full text]
  • Reflections on Phenomenographic Process: Interview, Transcription and Analysis
    Reflections on phenomenographic process: Interview, transcription and analysis ¦¦¦¦¦¦¦¦¦¦¦¦'(¦¦¦¦¦¦¦¦¦¦¦¦ Emma Dortins Macquarie University, Sydney, Australia [email protected] Abstract: The processes of conducting and reading interviews are important in phenomenographic research, as well as other qualitative research orientations making significant contributions in higher education research and development. This paper aims to contribute to an ongoing conversation about the quality of research in higher education by exploring the interview, transcription and analysis processes through the experiences of the writer in a phenomenographic study conducted at Macquarie University last year. Transcription is explored as a transformative process, a bridge between interview and analysis across which the data, as well as the interviewer-researcher, are re-orientated towards the process of analytical reading. The critical aspects of interviews as living conversations are identified, namely that they are productive interactions in which the data is constituted, that the interviewee and interviewer negotiate on several levels to produce a shared meaning, and that meaning production in interviews is achieved through language. Finally, the interpretive reading of the artefacts of living conversations is considered, and some difficulties are identified. Keywords: interviews, phenomenography, hermeneutics Introduction Through my own experiences of research in higher education, I explore the relationship between the methodologically guided processes
    [Show full text]
  • Learning to Do Phenomenography: a Reflective Discussion Gerlese Åkerlind, John Bowden and Pam Green
    Doing Phenomenog FINAL 13/10/05 11:09 AM Page 74 CHAPTER 7 Learning to do Phenomenography: A reflective discussion Gerlese Åkerlind, John Bowden and Pam Green What is it like to learn to do phenomenographic research? What helps and hinders? These are the questions addressed in the preceding sto- ries, from the perspective of five individual researchers. In order to help readers integrate the individual stories and the range of response to these questions within them, all of the authors met to have a dis- cussion of their reactions, as a team. Key highlights of that discussion are presented in this chapter, which also draws liberally on relevant sections of the individual stories. During the course of the team discussion, the purpose of present- ing individual stories was reaffirmed. The stories focus on individuals’ experiences of doing phenomenographic research, especially for the first time. In that sense, the stories are intended to be strongly experiential and practical in nature. They are not intended to provide authoritative accounts of phenomenographic practice or theory (such accounts are available elsewhere in the literature, such as Marton & Booth, 1997; Bowden & Walsh, 2000). Indeed, some of the story authors emphasised that they did not feel expert in phenomenography (inevitable when doing it for the first time) and would feel very uncomfortable if their sto- ries were read as expert accounts. The variation in the language used by the authors to describe phenomenography and phenomenographic practice is an illustration of this,
    [Show full text]
  • Using Phenomenography to Bridge the Gap Between Research and Practice: a Meta-Analysis of Three Phenomenographic Studies
    Edith Cowan University Research Online ECU Publications Post 2013 2017 Using phenomenography to bridge the gap between research and practice: a meta-analysis of three phenomenographic studies Nicole Johnston Edith Cowan University A.M. Salaz Follow this and additional works at: https://ro.ecu.edu.au/ecuworkspost2013 Part of the Information Literacy Commons Johnston, N. & Salaz, A. M. (2017). Using phenomenography to bridge the gap between research and practice: a meta-analysis of three phenomenographic studies Proceedings of RAILS - Research Applications, Information and Library Studies, 2016, School of Information Management, Victoria University of Wellington, New Zealand, 6-8 December, 2016. Information Research, 22(4), paper rails1614. Available here This Conference Proceeding is posted at Research Online. https://ro.ecu.edu.au/ecuworkspost2013/5077 This article version has been made available under the CC BY-NC-ND 3.0 license https://creativecommons.org/licenses/by-nc-nd/3.0/ Using phenomenography to bridge the gap between research and practi... http://www.informationr.net/ir/22-4/rails/rails1614.html .22 . 4, D, 2017 Contents Author Index Subject Index Search Home Proceedings to RAILS - Research Applications, Information and Library Studies, 2016: School of Information Management, Victoria University of Wellington, New Zealand, 6-8 December, 2016. Introduction. The findings of three recent phenomenographic studies conducted by a practitioner- researcher team (the information literacy experiences of English as a foreign language (EFL) students, how international branch campus faculty members experience the academic library and the open access experiences of faculty members in online education) are analysed to discover what practical implications were revealed from the categories of description that can be used in practice.
    [Show full text]
  • Phenomenography: a Qualitative Research Method to Inform and Improve the Traditional Aerospace Engineering Discipline
    Paper ID #14755 Phenomenography: A Qualitative Research Method to Inform and Improve the Traditional Aerospace Engineering Discipline Dr. Antonette T. Cummings P.E., Purdue University, West Lafayette Antonette T. Cummings earned her Ph.D. in Engineering Education at Purdue University. She earned her Bachelors and Masters in Mechanical Engineering at the University of Texas at Austin. She functioned as an aerodynamicist for military and civilian tiltrotors at Bell Helicopter for seven years, earning airplane and helicopter private pilot ratings. She has a Professional Engineer license in Texas in Thermal/Fluid Systems. Dr. William ”Bill” C. Oakes, Purdue University, West Lafayette William (Bill) Oakes is the Director of the EPICS Program and one of the founding faculty members of the School of Engineering Education at Purdue University. He has held courtesy appointments in Mechanical, Environmental and Ecological Engineering as well as Curriculum and Instruction in the College of Education. He is a registered professional engineer and on the NSPE board for Professional Engineers in Higher Education. He has been active in ASEE serving in the FPD, CIP and ERM. He is the past chair of the IN/IL section. He is a fellow of the Teaching Academy and listed in the Book of Great Teachers at Purdue University. He was the first engineering faculty member to receive the national Campus Compact Thomas Ehrlich Faculty Award for Service-Learning. He was a co-recipient of the National Academy of Engineering’s Bernard Gordon Prize for Innovation in Engineering and Technology Education and the recipient of the National Society of Professional Engineers’ Educational Excellence Award and the ASEE Chester Carlson Award.
    [Show full text]
  • The Concepts and Methods of Phenomenographic Research
    Review of Educational Research Spring 1999, Voi. 69, No. 1, pp. 53-82 The Concepts and Methods of Phenomenographic Research John T. E. Richardson Brunel University This article reviews the nature'of "phenomenographic" research and its alleged conceptual underpinnings in the phenomenological tradi- tion. In common with other attempts to apply philosophical phenom- enology to the social sciences, it relies on participants' discursive accounts of their experiences and cannot validly postulate causal men- tal entities such as conceptions of learning. The analytic procedures of phenomenography are very similar to those of grounded theory, and like the latter they fall foul of the "dilemma of qualitative method" in failing to reconcile the search for authentic understanding with the need for scientific rigor. It is argued that these conceptual and meth- odological difficulties could be resolved by a constructionist revision of phenomenographic research. During the last 25 years research on student learning in higher education has benefited immensely from a distinctive qualitative approach known as "phenomenography." This is associated with Ference Marton and his colleagues at the University of Gtteborg in Sweden, although it has been taken up by many other researchers in Australia, the Netherlands, and the United Kingdom. Marton (1986, 1988b) described phenomenography as an empirically based approach that aims to identify the qualitatively different ways in which differ- ent people experience, conceptualize., perceive, and understand various kinds of phenomena. Within this framework, learning assumes a central importance, be- cause it represents a qualitative change from one conception concerning some particular aspect of reality to another (Marton, 1988a). In this paper, I argue that a proper evaluation of the phenomenographic approach has in the past been bedevilled by a lack of specificity and explicit- ness concerning both the methods for the collection and analysis of data and the conceptual underpinning of those methods (cf.
    [Show full text]
  • Phenomenography and Elearning in Art and Design
    Phenomenography and elearning in art and design Nicos Souleles Assistant Professor, Department of Multimedia and Graphic Arts, Faculty of Applied Arts and Communication, Cyprus University of Technology, [email protected] Abstract The purpose of this paper is to elaborate on how phenomenography was used as part of an extensive study in the under-researched area of elearning in art and design in Higher Education (HE). The purpose of the original study was to identify the perceptions and practices of lecturers in undergraduate art and design disciplines, as well as the unique characteristics and challenges of the sector vis-à-vis elearning. In this paper, references are made to some of the limited studies of elearning and ICT implementation in art and design. This highlights the need for further research and supports the position adopted by this paper that phenomenography is ideally suited for under-researched areas of investigation. The paper refers to some of the research outcomes in the context of reflecting upon and elaborating on the research methodology per se and the challenges and benefits of using phenomenography to investigate elearning in art and design. Consistently with the phenomenographic approach to research, the original study pursued a second-order perspective, i.e. through a qualitative analysis of semi-structured interviews the research dealt with people’s experiences of aspects of the world. Subsequently, the paper addresses the main tenets and critiques of the research methodology and the overall process it entails. It addresses how phenomenography facilitates the identification, description and categorization of perceptions and practices for the creation of a final outcome space that is manifested as a topology of inter-related categories or groupings of the perceptions and practices identified through semi-structured interviews.
    [Show full text]
  • GO-GN Research Methods Handbook
    2 GO-GN Research Methods Handbook v.1.0 6th July 2020 The Research Methods Handbook is available for use under a Creative Commons ​ ​ CC-BY-4.0 licence. 3 4 Contents Introduction 6 Acknowledgements 7 Conceptualising Research Methods 8 Ontology 9 Epistemology 10 Axiology 11 Research Paradigms 13 Paradigmatic Methods 14 Positivism / Post-positivism 14 Interpretivism 15 Critical / Transformational 18 Pragmatism 18 Multidisciplinarity, Interdisciplinarity, Transdisciplinarity 20 Mixed Methods & Triangulation 21 Researching Open 22 Open Research Cycles 22 Open Practices 24 Designing a Research Project 26 Planning Research 26 Ethical Issues 27 Managing Risk 28 Using Technologies 29 Self Management 31 Research Design 31 5 Research Method Insights from the Global OER Graduate Network 34 Action Research and Participatory Action Research 34 Case Study 36 Content Analysis and Thematic Analysis 37 Design-Based Research and Interventions 38 Discourse Analysis 40 Ethnography 41 Evaluation Research 43 Experimental and Quasi-experimental Research 45 Grounded Theory 45 Interviews & Focus Groups 48 Literature Review, Systematic Review and Meta-analysis 51 Mixed Methods 53 Narrative Research 55 Observation (Naturalistic & Analogue) 56 Phenomenography 56 Phenomenology 58 Social Network Analysis 61 Surveys & Questionnaires 63 Conclusion & Reflection Prompts 67 References 68 GO-GN Theses 79 6 Introduction Methodology can be one of the most challenging aspects for doctoral researchers. When we conduct research into education and/or technology, we can be confronted with a potentially confusing array of options. This is true even for those using a well-established approach, but can be especially acute if combining approaches in a mixed-methods study or trying to develop a completely new way of doing research.
    [Show full text]
  • Relational Investigations Into Modes of Being-In-The-World
    Phenomenography: Relational Investigations into Modes of Being-in-the-World JÖRG NIEWÖHNER,*1,2 PATRICK BIELER,1 MAREN HEIBGES (NÉE KLOTZ),1 MARTINA KLAUSNER1 Abstract Tis paper introduces the notion of ‘phenomenography’. Phenomenography is an ethnographic research practice that attempts to combine practice-theoretical approaches (praxiography) to investigations of human-environment-technology relations with phenomenological perspectives on knowing and experiencing these relations. It is rooted within relational anthropology (Beck, 2008). Te paper introduces a set of basic premises guiding phenomenography before relating four short empirical sequences, the analyses of which suggest specifc analytical sensitivities: mind, brain and body in social interaction; knowledge and experience in psychiatric treatment; reproductive technologies in shaping sociality and kinship; (digital) infrastructures’ impact on ways of being-in-the-world. Te paper concludes by defning phenomenography as a co-laborative research practice that aims to curate concepts jointly with research partners and that aims to provide a new form of refexivity within anthropology. Keywords: phenomenography, relational, practice theory, modes of being-in-the-world Introducing Phenomenography Te study of ‘humankind in all its aspects’ is a difcult task. Ongoing debates within the American Anthropological Association about its statement of purpose, from which this phrase is taken, point to the many fault lines that run through anthropological terrain and that obstruct the passage to unifying approaches (most prominently perhaps Scheper-Hughes, 1995, and the ensuing debate): the separation of nature and culture the deepest and most suspiciously guarded among them. Yet it has also been pointed * Corresponding author. 1. Humboldt-Universität zu Berlin, Institute of European Ethnology, Mohrenstr.
    [Show full text]
  • 'Ethnographic' Thematic Phenomenography
    ‘Ethnographic’ Thematic Phenomenography – a methodological adaptation for the study of information literacy in an ontologically complex workplace Abstract Purpose The workplace is a context of increasing interest in information literacy research, if not necessarily the most visible (Cheuk, 2017). Studies have described contextual, relationship-based experiences of this subjective, knowledge-development focused phenomenon (Forster, 2017b). What research contexts and methods are likely to be most effective, especially in workplaces which contain professions of widely differing ontologies and epistemological realities? Approach An analysis and description of the value and validity of a ‘qualitative mixed methods’ approach in which the thematic form of phenomenography is contextualised ethnographically. Findings This paper describes a new research design for investigation into information literacy in the workplace, and discusses key issues around sampling, data collection and analysis, suggesting solutions to predictable problems. Such an approach would be centred on thematic phenomenographic data from semi-structured interviews, contextualised by additional ethnographic methods of data collection. The latter’s findings are analysed in light of the interview data to contextualise that data and facilitate a workplace-wide analysis of information literacy and the information culture it creates. Originality/value Insights from recent research studies into information literacy in the workplace have suggested the possibility of an epistemologically
    [Show full text]
  • Qualitatively Different Ways of Experiencing Learning: A
    Qualitatively Different Ways of Experiencing Learning: A Phenomenographic Investigation of International Economics and Trade Undergraduates’ Conceptions of Learning in a Chinese- Australian Cooperative Programme Xiantong Zhao UCL Institute of Education A thesis submitted in partial fulfilment of the requirements of the degree of Doctor of Philosophy 2016 I, [Xiantong Zhao] confirm that the work presented in this thesis is my own. Where information has been derived from other sources, I confirm that this has been indicated in the thesis. Word count: 79, 268 (exclusive of appendixes, list of references) 1 Abstract This study investigates International Economics and Trade (IET) undergraduates’ conceptions of learning in a programme cooperatively run by a Chinese and an Australian university. Programmes jointly run by Chinese and foreign universities are increasingly common, as a means to attain greater internationalisation of higher education in mainland China. While higher education internationalisation research in China has been dominated by a focus on policy making, strategic planning and institutional management, the student’s learning experience remains relatively unexplored. The way in which a learner experiences or understands learning may significantly influence their way of engaging with learning in universities (Marton & Booth, 1997) and the subsequent quality of learning outcomes (Biggs & Tang, 2007). Therefore, the study aims to reveal the undergraduates’ qualitatively different ways of learning or conceptions of learning (Marton & Booth, 1997), in a Chinese-Australian cooperative programme. The research methodology adopted is phenomenography, a qualitative approach which has been often used to elicit and describe the limited number of qualitatively different ways people experience or understand some phenomena or aspects of a phenomenon around them.
    [Show full text]
  • Educational Research
    Educational Research: Agenda How to set up experiments in your classroom and write a publication about it ! Scholarship of teaching ! Mixed methods Research design ! Selection and operationalization of variables ! Qualitative Research methods Erik de Graaff UCPBL [email protected] 2 © SLP-gruppen, Aalborg Universitet Time table Approximate+ Topic+ The relationship Time+ between teaching and +9.00+ Opening+and+Introduction:+ research 10.15+ Presentation:+Scholarship+of+Teaching+and+Classroom+ Research++ 11.00+ Break+ 11.15+ Assignment:+Formulating+research+questions+ 12.30+ Lunch+break+ 14.00+ Assignment:+Applied+research+in+higher+education+ The first doctor 14.30+ Presentations:+Design+of+a+classroom+experiment+ Thomas Aquinas 15.30+ Discussion:+Publishing+educational+research+ 16.00+ Conclusion+ Bologna, Italy, + thirteenth century 3 Teaching and Research Scholarship of Teaching Ernest Boyer, 1990 • Teachers at a University are researchers in their own discipline discovery integration • Their conception of research methodology is determined by their own discipline Scholarship • Research on Teaching and Learning is related to of social sciences like Psychology and Pedagogy Teaching • In order to do this kind of research the methodological rules from these branches of science application must be understood teaching 5 6 1 In Germany Classroom research Hochschuldidaktik University of Stuttgart • Start with a research question • Is there other research on this topic? https://www.uni-stuttgart.de/hd/hochschuldidaktik/ • What kind of data
    [Show full text]