Theimportantthing,theynote,isfortheresearchertorecognizewhatthatexclusionmeanstotheresearchprocess
Hmmm....this is an interesting concept. I'd like to see some examples of what exclusion might look like and what effects it has in various situations.
12 Matching Annotations
- Sep 2016
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newclasses.nyu.edu newclasses.nyu.eduKawulich3
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Participantobservationisconductedbyabiasedhumanwhoservesastheinstrumentfordatacollection;theresearchermustunderstandhowhis/hergender,sexuality,ethnicity,class,andtheoreticalapproachmayaffectobservation,analysis,andinterpretation
Makes sense. It's so easy to forget about our own biases and differences when conducting ethnography, but this is important to keep in mind.
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itisalso
YES. I agree with this 100%. Sometimes when you immerse yourself in a culture for a long enough period of time, your perception of that community changes for the better. I experienced this during my three years of service as an AmeriCorps*VISTA member.
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newclasses.nyu.edu newclasses.nyu.edu
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. Filling in the big “before-and-after” views of change with the details of exactly what changes when may be the gold ring of conceptual change research.
I understand why this would be amazing to track, but there may be a reason it hasn't been done before; I don't imagine that tracking moment-by-moment thinking would be an easy feat...
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Instructionally, Chi suggested teaching the new ontology i rst, and then revised concepts can grow naturally within that ontology.
I'm not sure I get this completely. I understand the concept, but I'd like to see some examples of how it plays out. Is it effective for every subject?
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(1) they become dissatisi ed with their prior conceptions (experience a “sea of anomalies” in Kuhns terms); (2) the new conception is intelligible ; (3) beyond intelligible, the new concep-tion is plausible ; (4) the new conception appears fruitful for future pursuits
I see this a lot in music students. They'll have their ideas on how to hold a drumstick, blow into a mouthpiece, etc. and it's not until one of these four concepts clicks that they decide that techniques I've been insisting are more effective are actually more effective.
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newclasses.nyu.edu newclasses.nyu.edu
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C£_nstructivists are also interested in having learners identify iJnd pursue their own learning goals. In the scenario Olympic Games, for exam-ple, the teacher may have some specific learning objecti,·es in mind, but she also wants to provide students with an opportunity to explore and learn something of personal interest.
This reminds me of how I teach my students. Whenever possible, I offer a range of choices for assignments, research projects, etc., and at the end of the semester they usually write in their reviews that they learned a great deal in my course because of the freedom offered to pursue their interests. It works!
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Put another way, "knowledge does not come into its own until the learner can deploy it with understanding"
I totally get this and agree with it. This is crux of the saying that "the best way to learn something is to teach it."
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Gagne's (heory ;
This is something I'm not familiar with, though perhaps it will become clear as I continue reading...
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newclasses.nyu.edu newclasses.nyu.edu
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nstead, the best learning takes place when learners articulate their unformed and still developing understanding and continue to articulate it throughout the process of learning. Articulating and learning go hand in hand, in a mutu-ally reinforcing feedback loop. In many cases, learners dont actually learn something until they start to articulate it – in other words, while thinking out loud, they learn more rapidly and deeply than while studying quietly
This is intriguing...I'd heard this before but have never incorporated it into my teaching. A question here might be how to get even the introverted students involved in articulating in class?
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The best way for children to learn is in an environment that builds on their existing knowledge
Even if that knowledge is flawed? I can't say I agree with this in every situation. While pursuing my music ed. degree, the clarinet instructor warned of the dangers of not addressing problems with basic technique early on. For instance, when she learned to play clarinet as a child, her knowledge was built upon what was essentially an ineffective embouchure (mouth position). When she got to college, she spent two frustrating years reworking her embouchure from scratch, not building on her existing knowledge but rather starting over completely in order to achieve a better sound quality. If earlier in her schooling an educator had chosen to reteach her about effective embouchure rather than building on her flawed knowledge, she probably wouldn't have had so much trouble with her playing technique down the road. I do agree that building on existing knowledge is usually productive, but I believe there are exceptions.
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. In the knowledge economy, memorization of facts and procedures is not enough for success. Educated graduates need a deep conceptual understanding of complex concepts and the ability to work with them creatively to generate new ideas, new theories, new products, and new knowledge. They need to be able to critically evaluate what they read, to be able to express themselves clearly both verbally and in writing, and to be able to understand scientii c and mathematical thinking. They need to learn integrated and usable knowledge, rather than the sets of compartmentalized and decontextualized facts emphasized by instructionism. They need to be able to take responsibility for their own continuing, lifelong learning. These abilities are important to the economy, to the continued success of partici-patory democracy, and to living a fuli lling, meaningful life.
I couldn't agree more with these statements. I reread this paragraph a couple times before moving on because this is so crucial, and rereading this as a series of questions reflecting on my own teaching was worthwhile. Am I providing students with the tools necessary to critically evaluate what they read, to be able to express themselves clearly both verbally and in writing...? Perhaps most important, am I enabling students to take responsibility for their own continuing, lifelong learning? Food for thought...
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