Evaluating scientific thinking among Shanghai’s students of high and low performing schools

Rind, Irfan Ahmed; Ning, Bo

doi:10.1080/00220671.2020.1832430

Cited by 4 publications

(1 citation statement)

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“…Unlike objectivism, which argues that social phenomena and their meanings have an existence that is independent of social actors, constructivism asserts that social phenomena and their meanings are continually accomplished by social actors. It implies that social phenomena and categories are not only produced through social interaction, but are also in a constant state of revision, and therefore produce multiple and amendable realities (Bo et al, 2020;Fry et al, 2008;Rind & Ning, 2020). This approach was, therefore, particularly appropriate for my research, which sought to understand the hows and whys of students' ESL learning experiences.…”

Section: What Is Knowledge and How Can I Acquire It?mentioning

confidence: 99%

Becoming an ESL Researcher: A Personal Monologue

Rind

2021

JLE

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This reflective paper narrates my research journey from a naïve researcher to a critic and from a behaviorist to a post-structuralist. It highlights the different philosophical, methodological, and theoretical dilemmas I faced in conceptualizing students’ experiences in an English as a Second Language program in higher education during my doctoral studies. This journey is divided into three phases: construction, deconstruction, and reconstruction. In the construction phase, I conceptualized students’ experiences from my own established knowledge, which was grounded in my presumptions about teaching and learning. During the deconstruction phase, I questioned my understanding of knowledge and social realities. In the reconstruction phase, I interacted with Phenomenography, Activity Theory, Symbolic Interactionism, Communities of Practice, and Bourdieusian Structuralism. This paper narrates these interactions, focusing mainly on the dilemmas I faced as a researcher. These reflections could be highly beneficial for new researchers who may face the same situations at different stages of their research careers.

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Section: What Is Knowledge and How Can I Acquire It?mentioning

confidence: 99%