자연주의적 탐구조사(Naturalistic Inquiry)

Basics of qualitative research: Grounded theory procedures and techniques

Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

经验与教育 = Experience and education

Preface Chapter 1 The challenge Chapter 2 The nature of the evidence: A synthesis of meta-analyses Chapter 3 The argument: Visible teaching and visible learning Chapter 4: The contributions from the student Chapter 5 The contributions from the home Chapter 6 The contributions from the school Chapter 7 The contributions from the teacher Chapter 8 The contributions from the curricula Chapter 9 The contributions from teaching approaches - I Chapter 10 The contributions from teaching approaches - II Chapter 11: Bringing it all together Appendix A: The 800 meta-analyses Appendix B: The meta-analyses by rank order References

Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement

Lincoln, Yvonna, and Egon Guba, "Postpositivism and the Naturalist Paradigm," pp. 14-46 in Yvonna Lincoln and Egon Guba, Naturalistic Inquiry . Beverly Hills, CA: Sage, 1985.*

The emerging field of the learning sciences is one that is interdisciplinary, drawing on multiple theoretical perspectives and research paradigms so as to build understandings of the nature and conditions of learning, cognition, and development. Learning sciences researchers investigate cognition in context, at times emphasizing one more than the other but with the broad goal of developing evidence-based claims derived from both laboratory-based and naturalistic investigations that result in knowledge about how people learn. This work can involve the development of technological tools, curriculum, and especially theory that can be used to understand and support learning. A fundamental assumption of many learning scientists is that cognition is not a thing located within the individual thinker but is a process that is distributed across the knower, the environment in which knowing occurs, and the activity in which the learner participates. In other words, learning, cognition, knowing, and context are irreducibly co-constituted and cannot be treated as isolated entities or processes. If one believes that context matters in terms of learning and cognition, research paradigms that simply examine these processes as isolated variables within laboratory or other impoverished contexts of participation will necessarily lead to an incomplete understanding of their relevance in more naturalistic settings (Brown, 1992).1 Alternatively, simply observing learning and cognition as they naturally Correspondence and requests for reprints should be sent to Sasha A. Barab, School of Education,

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Design-Based Research: Putting a Stake in the Ground

This article describes the Quest Atlantis (QA) project, a learning and teaching project that employs a multiuser, virtual environment to immerse children, ages 9–12, in educational tasks. QA combines strategies used in commercial gaming environments with lessons from educational research on learning and motivation. It allows users at participating elementary schools and after-school centers to travel through virtual spaces to perform educational activities, talk with other users and mentors, and build virtual personae. Our work has involved an agenda and process that may be called socially-responsive design, which involves building sociotechnical structures that engage with and potentially transform individuals and their contexts of participation. This work sits at the intersection of education, entertainment, and social commitment and suggests an expansive focus for instructional designers. The focus is on engaging classroom culture and relevant aspects of student life to inspire participation consistent with social commitments and educational goals interpreted locally.

/pdf/making-learning-fun-quest-atlantis-a-game-without-guns-afyyuz0yom.pdf

Making Learning Fun: Quest Atlantis, A Game Without Guns.

Part I. Coming To Terms With Community: 1. Introduction: designing for virtual communities in the service of learning Sasha Barab, Rob Kling and James Gray 2. Models of community learning and online learning in communities Margaret Riel and Linda Polin Part II. Designing for Web-supported Community: 3. Designing system dualities: building online community Sasha Barab, James MaKinster and Rebecca Scheckler 4. Characterizing collective behavior online: the social organization of hangouts, clubs, associations, teams and communities Rob Kling and Christina Courtright 5. Online teacher communities: technology snake-oil or powerful catalysts for professional development? Mark Schlager and Judi Fucso 6. Community of practice a metaphor for online design? Thomas Schwen Part III. Characterizing Community/Member Participation: 7. Autonomy, interaction and knowledge-building as bases for learning at the math forum Ann Renninger 8. An exploration of community in a knowledge forum classroom: an activity system analysis Jim Hewitt 9. Co-evolution of technological design and pedagogy in an online learning community Amy Bruckman 10. From ambitious vision to partially satisfying reality: an evolving socio-technical design supporting community and collaborative learning in teaching education Sharon Derry, Julia Lee, Jong-Baeg Kim and Jennifer Seymour Part IV. Researching Online Community: 11. Using social network analysis to study online learning communities Emmanuel Koku and Barry Wellman 12. Computer-mediated discourse analysis: an approach to researching online communities Susan Herring 13. Shared 'we' and shared 'they' indicators of group identity in online teacher professional development Kirk Sluder and Sasha Barab 14. Sociocultural analysis of online professional development: a case study of personal, interpersonal, and community aspects James Gray and Deborah Tatar.

http://catdir.loc.gov/catdir/samples/cam041/2003051524.pdf

Designing for Virtual Communities in the Service of Learning

The question of what students gain by engaging in socioscientific inquiry is addressed in two ways. First, relevant literature is surveyed to build the case that socioscientific issues (SSI) can serve as useful contexts for teaching and learning science content. Studies are reviewed which document student gains in discipline specific content knowledge as well as understandings of the nature of science. SSI are also positioned as vehicles for addressing citizenship education within science classrooms. Although the promotion of citizenship goals seems widely advocated, the specifics of how this may be accomplished remain underdeveloped. To address this issue, we introduce socioscientific reasoning as a construct which captures a suite of practices fundamental to the negotiation of SSI. In the second phase of the project, interviews with 24 middle school students from classes engaged in socioscientific inquiry serve as the basis for the development of an emergent rubric for socioscientific reasoning. Variation in practices demonstrated by this sample are explored and implications drawn for advancing socioscientific reasoning as an educationally meaningful and assessable construct.

What Do Students Gain by Engaging in Socioscientific Inquiry

Intelligence, expertise, ability and talent, as these terms have traditionally been used in education and psychology, are socially agreed upon labels that minimize the dynamic, evolving, and contextual nature of individual-environment relations. These hypothesized constructs can instead be described as functional relations distributed across whole persons and particular contexts through which individuals appear knowledgeably skillful. The purpose of this article is to support a concept of ability and talent development that is theoretically grounded in 5 distinct, yet interrelated, notions: ecological psychology, situated cognition, distributed cognition, activity theory, and legitimate peripheral participation. Although talent may be reserved by some to describe individuals possessing exceptional ability and ability may be described as an internal trait, in our description neither ability nor talent are possessed. Instead, they are treated as equivalent terms that can be used to describe functional trans...

http://comphacker.org/pdfs/631/Barab_S.pdf

Sasha A. Barab

Papers

Design-Based Research: Putting a Stake in the Ground

Making Learning Fun: Quest Atlantis, A Game Without Guns.

Designing for Virtual Communities in the Service of Learning

What Do Students Gain by Engaging in Socioscientific Inquiry

Smart People or Smart Contexts? Cognition, Ability, and Talent Development in an Age of Situated Approaches to Knowing and Learning