Emerging Forms of Formative Intervention Research in Education
Emerging Forms of Formative Intervention Research in Education
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教育形成性干预研究的新兴形式
DOI：
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发表时间：
2014
期刊：
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通讯作者：
W. Penuel
中科院分区：
文献类型：
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作者：
W. Penuel
本文重点介绍了美国教育环境中形成性干预研究的新形式。所提出的例子与文化历史活动理论（CHAT）形成性干预研究有三个关键特征：（a）关注活动系统内部和跨活动系统的历史积累结构紧张关系，（B）使用双重刺激作为干预方法，（c）扩大作为干预对象的机构。这些例子与CHAT方法的不同之处在于，它们采用了来自主题学习和组织研究的理论和工具。在介绍这些例子时，我的目的是更新CHAT研究人员和学习科学家之间关于干预研究的对话。
This article focuses on emerging forms of formative intervention research in educational settings in the United States. The examples presented share three key features with cultural-historical activity theory (CHAT) formative intervention research: (a) a focus on historically accumulating structural tensions within and across activity systems, (b) use of double-stimulation as a method of intervention, and (c) expanding agency as the object of intervention. The examples differ from CHAT approaches in that they employ theories and tools from research on subject-matter learning and organizations. In presenting these examples, I aim to renew dialogue between CHAT researchers and learning scientists about intervention research.