Abstract
<p> <strong> Simulations </strong> are deliberately created enactments of a potential authentic event. Social constructivist theory posits that learning is socially situated and knowledge is constructed through interaction with others (Berger & Luckman, 1991). Thus interactive socially mediated learning is supported by socio cultural theory. In this Workshop my students and I will model and engage the audience in an innovative socio constructivist strategy I designed and utilize in my qualitative research classes to nurture learners’ interactions and understanding of qualitative inquiry. Accordingly, our teaching/learning context is transformative and positions students as active agents in their own learning. In keeping with my socio constructivist beliefs about teaching and leaning, the strategy is antithetical to a transmission lecture style of teaching “Simulations” (i.e., small group interactive structuring of a qualitative inquiry prompted by a description of authentic life events and a “Listing of Steps to Follow” in this process) (see Appendices One and Two for examples.</p><p> <strong> </strong></p><p> <strong> APPENDIX One </strong></p><p> <strong> How To Structure Your Simulated Inquiry </strong> <ul> <li> <strong> Your questions drive your inquiry. Choose your A Priori open-ended questions first. (I.e., What do you want to know? You might begin these question with “In what ways” or “How” </strong> </li> <li> Write in active voice. </li> <li> Title (save the title for your final task. Title must convey the focus/content of your simulated inquiry. </li> <li> Rationale for the research </li> <li> Context for the inquiry </li> <li> Study participants </li> <li> Literatures informing the inquiry. Consult your textbooks and computer technology for these literatures. You should always consider going beyond the discipline of qualitative research. </li> <li> <strong> <em> A Priori </em> </strong> <strong> Questions </strong> </li> <li> Qualitative genre employed </li> <li> Data sources (to be) employed in the inquiry and why </li> <li> Data analysis (to be) employed in the inquiry </li> <li> Limitations of the inquiry (one or more paragraphs: <strong> STOP HERE) </strong> . </li> <li> <strong> Discussion- (Cannot provide a Discussion without conducting the inquiry) </strong> </li> <li> <strong> Implications/Conclusions (Cannot make conclusions without conducting the inquiry) </strong> </li> <li> <strong> References: include References </strong> </li> <li> <strong> Following your collaborative work, you will present it with each member of the group taking part. After your presentation the audience (classmates) will provide suggestions and ask questions. </strong> </li> </ul></p><p> <strong> </strong></p>
Original language | American English |
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Journal | Default journal |
State | Published - Jan 17 2019 |
Keywords
- simulations
- interactive qualitative strategy
Disciplines
- Education
- Educational Assessment, Evaluation, and Research
- Quantitative, Qualitative, Comparative, and Historical Methodologies