Developing a Multi‐faceted Research Process

Green, Judith L.; Castanheira, Maria Lucia; Skukauskaitė, Audra; Hammond, John W.

doi:10.1002/9781118531242.ch2

Cited by 10 publications

(11 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This study was conducted with the support of a critical qualitative methodology that used ethnographic tools (Bloome & Green, 2015;J. Green & Bloome, 2004;J. L. Green, Castanheira, Skukauskaite, & Hammond, 2015).…”

Section: Methodological Approachmentioning

confidence: 99%

Analysing Dialogue in STEM Classrooms in Ecuador: A Dual Socioeconomic Context in a High School

Ching-Chiang¹,

Fernández-Cárdenas²

2020

J. New Approaches Educ. Res.

View full text Add to dashboard Cite

Science, Technology, Engineering and Maths education (STEM Education) is presented as a way to reduce marginalisation and promote inclusion in developing countries. This qualitative study aims to identify ways of reducing marginality and promoting inclusion through dialogic and transformative learning by high school teachers of the New Harvest School (NHS), particularly in STEM Education. Method: The study was carried out within the framework of the critical social approach identifying four characteristics of dialogism. The data comprised ethnographic observations of classes, and interviews with the selected teachers, the vice-chancellor and the administrator of the institution. Results: The dialogic characteristics of sequentiality, positioning, historicity and plurality were found in the science classes taught by the institution. Teachers have curricular knowledge capabilities regarding STEM education; however, recommendations were presented regarding the dialogic training that teachers should have, which made this study particularly relevant for improving teachers’ skills in this field. This article suggests options to create spaces for the use of educational dialogue and a liberating practice of education.

show abstract

Section: Methodological Approachmentioning

confidence: 99%

Analysing Dialogue in STEM Classrooms in Ecuador: A Dual Socioeconomic Context in a High School

Ching-Chiang¹,

Fernández-Cárdenas²

2020

J. New Approaches Educ. Res.

View full text Add to dashboard Cite

show abstract

“…Kaip galima spręsti iš pačių šios etno-grafijos atšakos kūrėjų ir plėtotojų darbų, interakcinė etnografija, pasitelkdama diskurso analizę, atskleidžia sąveikinių edukacijos procesų konstravimo ypatumus laiko tėkmėje bei esant tam tikroms sąlygoms 30 . Ši epistemologija grindžiama trimis pagrindiniais principais: kultūrine praktika, kontrastinės analizės atlikimu ir holistinės perspektyvos taikymu, kuriuos toliau aptarsiu 31 .…”

Section: Interakcinė Etnografijaunclassified

“…outsiders) 32 . Pažymėtina, kad vienas individas negali žinoti visko, todėl kultūrinės žinios priklauso visai grupei 33 . Vadinasi, kaip pabrėžia Katz ir Green, laikantis interakcinės etnografijos principų, etnografas negali remtis tik vieno informanto duomenimis etnografiniame rašyme 34 .…”

Section: Interakcinė Etnografijaunclassified

“…Svarbu paminėti, kad mokslininkų nuomone 36 , etnografiniame tyrime nėra bendro požiūrio, kas yra visuma, tačiau bendrasis principas, pasak šių mokslininkių, vienijantis visų požiūrių atstovus, yra sieti atskiras individualias dalis į bendrą visumą, todėl vieno individo įvykiui gali būti taikoma gelminė analizė siekiant išsiaiškinti ir identifikuoti panašių įvykių kultūrinius elementus. O remiantis S. B. Heath 37 ir Agaro 38 teorinėmis įžvalgomis, Santa Barbaros klasės diskurso grupės nariai Green, Skukauskaitė ir Baker suformulavo keturis interakcinės etnografijos principus, padedančius sistemiškai analizuoti, kaip individai, gyvendami ir bendraudami tam tikroje aplinkoje ir langua kultūrinėje grupėje, diskursyviai formuoja tam tikrus požiūrius, veiksmus ir supratimą apie save, savo grupę ir pasaulį 39 .…”

Section: Interakcinė Etnografijaunclassified

“…O ketvirtasis principas, ryšių paieška, primena, kad norint suprasti langua kultūrą, reikia atsižvelgti į įvairų kontekstąsociopolitinę sistemą, ekonominę aplinką, visuomenės pokyčius, politiką, vietos kontekstą, kuriuose žmonės gyvena, kalba ir kuria savotišką pasaulio, kultūros, savęs ir savo veiksmų sampratą 45 . Dėl minėtų priežasčių etnografas, pateikdamas interpretacijas bei aiškindamas langua kultūros reikšmes, privalo remtis moksline literatūra, atspindinčia minėtus kon teks tus 46 .…”

Section: Interakcinė Etnografijaunclassified

See 2 more Smart Citations

Interakcinė etnografija: metodologija ar epistemologija?

Bairašauskienė¹

2019

LOGOS

View full text Add to dashboard Cite

This article presents transformation of social research practice in the change of methodological approach and traditions. The researcher faces a dilemma whether ethnography should be considered as methodology, research method or epistemology. It has been claimed that contemporary ethnography is collated with dialogues between cultures and interpreting them as a part of creative process of producing a narrative or a construct in conducting scientific research and carrying out an experiment that are not restrained by any disciplines. Thus, a retrospective insight into the background of ethnography and its characteristics intrinsic to ethnography in or of education unfolds interactional ethnography as an epistemology or a way of knowing and research philosophy that is distinguished by recursive, iterative and abductive logic, not a predefined set of steps or fieldwork methods. SaNTrauKa Šiame straipsnyje aptariama, kaip, kintant metodologinėms tyrimų prieigoms bei tradicijoms, transformuojasi socialinių tyrimų praktika, bei keliamas dileminis klausimas: kas yra etnografija-metodologija ar epistemologija. Teigiama, kad šiuolaikinė etnografija yra dialogas tarp kultūrų, jų interpretavimas, kūrybinis procesas, pasakojimas, konstruktas, mokslinis tyrimas ir eksperimentas, kurio neįstengia suvaržyti disciplinos. Tad būtina pažvelgti į etnografinio tyrimo atsiradimo ištakas bei charakteristikas, būdingas edukologijos mokslo kontekste, pristatančias interakcinę etnografiją kaip epistemologiją, t. y. pažinimo būdą arba tyrimo filosofiją, pasižyminčią rekursyvia, ineraktyvia ir abduktyvia logika, bet ne iš anksto apibrėžtais žingsniais ar tyrimo lauko metodais.

show abstract

Contesting the boundaries of physics teaching: What it takes to transform physics education toward justice‐centered ends

Jones

2024

Science Education

View full text Add to dashboard Cite

The underrepresentation of Black Americans in physics has been persistent for so long that it seems to have constrained physics educators' collective imagination when it comes to conceptualizing and pursuing equity in physics teaching and learning. Drawing on a teacher research study that foregrounds justice‐centered physics teaching, this article pushes past the “equity as access” narrative toward more expansive visions of equity and justice by reimagining physics education as a liberatory praxis. Accordingly, this study explores the complexities that emerged while expanding the boundaries of physics learning to embrace a justice‐centered curriculum through a Youth Participatory Science (YPS) project. Taught in the context of a freshman physics course at an urban public high school, this YPS project engaged students in designing solar energy systems for an African‐American community historically harmed by environmental racism. Critically evaluating curricular documents, I juxtaposed the traditional goals of physics learning with respect to definitions of community needs and assets. Simultaneously, I investigated the ways in which canonical physics knowledge dialectically interacts with interdisciplinary knowledge throughout the defining, investigating, and intervening phases of the YPS cycle. Throughout this process, I considered how physics learning provides opportunities to either reproduce or transform existing power relations within the sociopolitical and environmental schema of the community. The critical understandings constructed from this study frame what it takes to repurpose physics teaching and learning for environmental justice, specifically emphasizing the agentic pedagogical and curricular decisions teachers must negotiate to transform physics education for liberatory purposes.

show abstract

Developing a Multi‐faceted Research Process

Cited by 10 publications

References 12 publications

Analysing Dialogue in STEM Classrooms in Ecuador: A Dual Socioeconomic Context in a High School

Analysing Dialogue in STEM Classrooms in Ecuador: A Dual Socioeconomic Context in a High School

Interakcinė etnografija: metodologija ar epistemologija?

Contesting the boundaries of physics teaching: What it takes to transform physics education toward justice‐centered ends

Contact Info

Product

Resources

About