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Thinking with things, teaching with things Enhancing student learning in qualitative research through reflective use of tools and materials

Thinking with things, teaching with things Enhancing student learning in qualitative research... In this article, two experienced QR instructors argue that reflective attention to the tools and materials used by researchers and instructors can help to enhance student learning. Identifying three sorts of things in QR those on which research is conducted texts, images, etc. the technologies used by the researcher, from software to notebooks and the objects of the culture under study the authors discuss three examples of their use of things in the context of QR. A detailed case discussion based on the authors experience with flip chart paper, NVivo software and Tinkertoy concept maps reveals some of the benefits of attention to things. Based on their analysis, the authors conclude that there are four ways in which a focus on things can support learning and teaching by scaffolding student understanding, by providing transparency in the learning and research process, by representing and supporting multiple views and perspectives, and by promoting reflexivity and reflection. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Qualitative Research Journal Emerald Publishing

Thinking with things, teaching with things Enhancing student learning in qualitative research through reflective use of tools and materials

Kuhn, Sarah; Davidson, Judith
Qualitative Research Journal , Volume 7 (2): 13 – Aug 3, 2007
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References (9)

Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
1443-9883
DOI
10.3316/QRJ0702063
Publisher site
See Article on Publisher Site

Abstract

In this article, two experienced QR instructors argue that reflective attention to the tools and materials used by researchers and instructors can help to enhance student learning. Identifying three sorts of things in QR those on which research is conducted texts, images, etc. the technologies used by the researcher, from software to notebooks and the objects of the culture under study the authors discuss three examples of their use of things in the context of QR. A detailed case discussion based on the authors experience with flip chart paper, NVivo software and Tinkertoy concept maps reveals some of the benefits of attention to things. Based on their analysis, the authors conclude that there are four ways in which a focus on things can support learning and teaching by scaffolding student understanding, by providing transparency in the learning and research process, by representing and supporting multiple views and perspectives, and by promoting reflexivity and reflection.

Journal

Qualitative Research Journal – Emerald Publishing

Published: Aug 3, 2007

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