Stimulated Recall: A Method for Research on Teaching

Calderhead, James

doi:10.1111/j.2044-8279.1981.tb02474.x

Cited by 343 publications

(231 citation statements)

References 6 publications

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“…In order to better define the fit between PSTs' practices and professed beliefs, students' EMTs and XMTs were taped and used in stimulated recall interviews (Calderhead, 1981;Clark & Peterson, 1986) conducted within 48 h of the PSTs' peer teaching. The entrance and exit peer teaching was selected as a main source of data because it represented the most similar discursive events for comparison purposes prior to and after encounters with lower track science students.…”

Section: Guiding the Design And Analysismentioning

confidence: 99%

One foot on the dock and one foot on the boat: Differences among preservice science teachers' interpretations of field‐based science methods in culturally diverse contexts

Yerrick

Hoving

2003

Science Education

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ABSTRACT:To support lasting change in science classrooms, efforts must be made to assist teachers in understanding the outcomes of their pedagogical choices. The process of reflection is not limited to experienced teachers' experiences, though we must recognize that preservice teachers do not draw upon the same vast repertoire and knowledge. The purpose of this study was to investigate preservice science teachers' beliefs about science teaching and learning through reflections on their own teaching with lower track science students. Using the major data sources of videotapes of teaching, stimulated recall interviews, and student journals we studied preservice teachers enrolled in a field based secondary science methods course working predominantly with rural Black children. Initially, preservice science teachers demonstrated similar practices, made similar inferences about teaching and learning, and relied upon similar domains of knowledge to gauge their teaching. By the end of the study, two discrete categories of preservice teachers emerged: (1) those who demonstrated an ability to reflect on and revise their practices and engage in the production of new teacher knowledge and (2) those who seemingly deflected efforts to shift their thinking and instead reproduced their own educational experience with a new student population.

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Section: Guiding the Design And Analysismentioning

confidence: 99%

One foot on the dock and one foot on the boat: Differences among preservice science teachers' interpretations of field‐based science methods in culturally diverse contexts

Yerrick

Hoving

2003

Science Education

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“…The fundamental issue is the problem of verbalizing tacit knowledge or automatic mental processes [8,9,37]. When a researcher asks a participant to explain a decision or thought process that they engage in without explicit thinking, they may generate an explanation on the spot.…”

Section: A Validity Of Srimentioning

confidence: 99%

“…This might seem impossible in practice; how can students engage in authentic learning and reflect deeply on that learning simultaneously without changing what we hope to measure? In this paper, we argue that we can move closer to accessing this rich, privileged data using a new methodology based on stimulated recall interviews (SRI) [8,9].…”

Section: Introductionmentioning

confidence: 99%

Stimulated recall interviews for describing pragmatic epistemology

Shubert

Meredith

2015

Phys. Rev. ST Phys. Educ. Res.

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Students' epistemologies affect how and what they learn: do they believe physics is a list of equations, or a coherent and sensible description of the physical world? In order to study these epistemologies as part of curricular assessment, we adopt the resources framework, which posits that students have many productive epistemological resources that can be brought to bear as they learn physics. In previous studies, these epistemologies have been either inferred from behavior in learning contexts or probed through surveys or interviews outside of the learning context. We argue that stimulated recall interviews provide a contextually and interpretively valid method to access students' epistemologies that complement existing methods. We develop a stimulated recall interview methodology to assess a curricular intervention and find evidence that epistemological resources aptly describe student epistemologies.

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“…Moreover, it was not known whether Klaassen's findings were a special case or whether they could be generalized to wider populations of students. Thus suggested following up her work with stimulated recall sessions (Bloom 1953;Calderhead 1981;Haglund 2003) to find out what students were actually doing and thinking during lectures. This is what I set out to investigate in my early research in the area of undergraduate physics in Sweden Linder 2006, 2007;Airey 2009b).…”

Section: Research Backgroundmentioning

confidence: 99%

“…I eventually managed to gain access to three separate physics programmes where students were being taught in this way. I arranged to video sample lectures and then used this video in individual interviews with students to stimulate recall (Bloom 1953;Calderhead 1981;Haglund 2003). In the interviews I first followed a semi-structured interview protocol where I asked students to talk in general about their background and experiences of attending lectures in English and in Swedish.…”

Section: Learning In Englishmentioning

confidence: 99%