The stimulated recall method and ICTs in research on the reasoning of teachers
The stimulated recall method and ICTs in research on the reasoning of teachers
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刺激回忆法和ICTs在教师推理研究中的应用
DOI：
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发表时间：
2010
期刊：
影响因子：
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通讯作者：
S. Patrikainen
中科院分区：
文献类型：
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作者：
Olli Vesterinen;A. Toom;S. Patrikainen
本文从方法论的角度对教师推理进行了研究。目的是描述和评估当信息和通信技术（ict）涉及到教育环境和研究环境时，刺激回忆法（STR）的使用。首先，我们介绍了本研究的研究背景：教师的教学思维和作为学生学校任务的概念映射。其次，我们讨论了教师教学思维研究的发展如何影响视频观察和访谈等研究方法的进展。这些组合可以在STR下分类，下面将对其进行描述。第三，我们更仔细地研究了信息通信技术参与研究对象的案例，即在学校计算机实验室进行的八岁儿童的班级项目，并评估了这一研究方法的含义。我们认为，在教师思维研究中，传统的视频刺激回忆访谈可以通过关注学生的学习过程，记录学生的数字概念图创作，而不是单纯的教师对视频的表现分析来推进。
This article reports methodological aspects of a research study on the reasoning of teachers. The aim is to describe and evaluate the use of the stimulated recall method (STR) when information and communication technologies (ICTs) are involved in terms of educational settings and therefore in the research setting as well. First, we introduce the research context of the study: the teacher’s pedagogical thinking and concept mapping as a student’s school task. Second, we discuss how the development of research on the teacher’s pedagogical thinking has influenced the progress of research methods in which video observation and interviews are employed. A combination of these can be classified under the STR, which will be described. Third, we look more closely at the case in which ICTs were involved in the object of the research, that is, a class project for eight‐year‐olds conducted in the school’s computer lab, and evaluate the research methodological implications of this. We argue that traditional use of video‐stimulated recall interview in teacher thinking research can be advanced by focusing on the student’s learning process with the recordings of the student’s digital concept map creation instead of plain teacher performance analysis on the video.