How realist reviews might be helpful to further insights in problem-based learning

被引:0
|
作者
Skukauskaite, Audra [1 ]
Bridges, Susan [2 ]
Sullivan, Michelle [3 ]
机构
[1] Univ Cent Florida, Coll Community Innovat & Educ, Orlando, FL 32816 USA
[2] Univ Hong Kong, Fac Educ, Hong Kong, Peoples R China
[3] MIT, Sch Engn, Cambridge, MA USA
来源
INTERDISCIPLINARY JOURNAL OF PROBLEM-BASED LEARNING | 2023年 / 17卷 / 02期
关键词
CONSTRUCTION; CLASSROOM;
D O I
10.14434/ijpbl.v17i2.35892
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Dialogue is central to the collaborative processes of inquiry -based approaches. In this methodological article on Interactional Ethnography (IE), we outline the guiding principles of IE as a logic of inquiry for studying the talk and actions of learners and their mentors in inquiry -based learning. Through a telling case of facilitation processes in high school invention education (IvE), we illustrate the major steps and analytic processes that an IE research team undertakes to collect, archive, and analyze records of classroom learning. We share how the IE team enters this ethnographic space and undertakes video -enabled microethnographic discourse analyses of in -time and over time events to identify key learning processes and develop warranted interpretations. Specifically, we exemplify how the ethnographers conduct nuanced analyses of learning discourse in -the -moment and over time. In the context of invention education, we share how an IE study enables the researchers to trace the developing cycle of inquiry and make visible the processes that support design thinking in invention education.
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页数:28
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