Guest Editors' Introduction: Rethinking Methodology in the Learning Sciences

Barab, Sasha A.; Kirshner, David

doi:10.1207/s15327809jls10-1-2_2

Cited by 92 publications

(59 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Similarly, researchers should be able to more accurately measure visitor learning as they are better able to scale their instruments to entering states and document salient conditions during the museum experience. Environments developed to support real-world learning such as museums, are not mere backdrops for supporting the transmission of knowledge, they are what Barab and Kirshner (2001) call "dynamical learning environments." As such, these settings are always multidimensional, dynamic, and complex (cf.…”

Section: Discussionmentioning

confidence: 99%

Using the contextual model of learning to understand visitor learning from a science center exhibition

2005

View full text Add to dashboard Cite

Falk and Dierking's Contextual Model of Learning was used as a theoretical construct for investigating learning within a free-choice setting. A review of previous research identified key variables fundamental to free-choice science learning. The study sought to answer two questions: (1) How do specific independent variables individually contribute to learning outcomes when not studied in isolation? and (2) Does the Contextual Model of Learning provide a useful framework for understanding learning from museums? A repeated measure design including interviews and observational and behavioral measures was used with a random sample of 217 adult visitors to a life science exhibition at a major science center. The data supported the contention that variables such as prior knowledge, interest, motivation, choice and control, within and between group social interaction, orientation, advance organizers, architecture, and exhibition design affect visitor learning. All of these factors were shown to individually influence learning outcomes, but no single factor was capable of adequately explaining visitor learning outcomes across all visitors. The framework provided by the Contextual Model of Learning proved useful for understanding how complex combinations of factors influenced visitor learning. These effects were clearerest when visitors were segmented by entry conditions such as prior knowledge and interest.C 2005 Wiley Periodicals, Inc. Sci Ed 89: 744 -778, 2005

show abstract

Section: Discussionmentioning

confidence: 99%

Using the contextual model of learning to understand visitor learning from a science center exhibition

2005

View full text Add to dashboard Cite

show abstract

“…While research design has clearly evolved in recent years, some studies show it is still a work in progress (e.g., Barab and Kirshner 2001;Fishman et al 2004;Reeves 1995).…”

Section: The Weight Of Evidencementioning

confidence: 99%

Linking theory to practice in learning technology research

Gunn¹,

Steel²

2012

Research in Learning Technology

View full text Add to dashboard Cite

We present a case to reposition theory so that it plays a pivotal role in learning technology research and helps to build an ecology of learning. To support the case, we present a critique of current practice based on a review of articles published in two leading international journals from 2005 to 2010. Our study reveals that theory features only incidentally or not at all in many cases. We propose theory development as a unifying theme for learning technology research study design and reporting. The use of learning design as a strategy to develop and test theories in practice is integral to our argument. We conclude by supporting other researchers who recommend educational design research as a theory focused methodology to move the field forward in productive and consistent ways. The challenge of changing common practice will be involved. However, the potential to raise the profile of learning technology research and improve educational outcomes justifies the effort required.Keywords: research methodology; educational design research; educational theory; evaluation Despite a reasonably large body of knowledge built up over recent decades, an Association for Learning Technology (ALT) sponsored report on Technology in Learning notes that research typically does not address the problem of building an ecology of learning or take important factors related to integration of learning innovations into account (ALT 2010, 5). The authors of that report believe it is impossible to separate theory from evidence in this area, reflecting a narrowing gap between educational theory and practice. The implication is that a body of reliable evidence from research into practice provides an ideal basis for theory generation and testing. Such evidence is also required to attend to theoretical questions about the nature of learning in context (Collins, Joseph, and Bielaczyc 2004). The question that remains unanswered is, what forms of evidence are sufficiently detailed, robust and reliable to be acceptable for these purposes?Reeves, McKenney and Herrington (2010) present a plausible answer by proposing educational design research as one effective way to advance theoretical knowledge, and to provide sector-wide confidence in the outcomes of learning technology research. Other advocates of this approach concur, for example:(page number not for citation purpose)

show abstract

“…Perception of information about the world and the body constrains the emergence of these adaptive, functional coordination patterns in human movement systems during goal-directed activity (Warren, 2006;Davids, Araújo, Vilar, Renshaw & Pinder, 2013). Skilled movement performance emerges through the enhanced coupling of perception and action sub-systems via indeterminate interactions of a performer and a performance environment (Barab & Kirshner, 2001;Chow, Davids, Hristovski, Araújo, & Passos, 2011;Davids, Button, & Bennett, 2008). Previous research has highlighted the importance of advanced information as a critical constraint on the emergence and regulation of postural control during human movement (Riccio & Stoffregen, 1988;Riccio & Stoffregen, 1991;Stoffregen et al, 1999).…”

Section: Introductionmentioning

confidence: 99%