Using Cognitive Ethnography to Study Instruction
Using Cognitive Ethnography to Study Instruction
复制标题
使用认知民族志来研究教学
DOI：
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发表时间：
2006
期刊：
影响因子：
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通讯作者：
Robert F. Williams
中科院分区：
文献类型：
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作者：
Robert F. Williams
数字媒体的进步支持了一种被称为认知民族志的调查形式。认知民族志使用传统的民族志方法来建立实践共同体的知识，然后将这些知识应用于对具体活动事件的微观层面的分析。认知民族志的主要目的是揭示认知活动是如何在现实世界中完成的。认知民族志是研究正式和非正式环境中的教学的一种特别合适的方法。本文讨论了认知人种学研究的实用性，包括决定记录什么、选择要分析的数据、重新表征数据和分析数据等问题。说明性的例子来自最近一项关于计时教学的认知民族志研究。
Advances in digital media support a form of inquiry called cognitive ethnography. Cognitive ethnography employs traditional ethnographic methods to build knowledge of a community of practice and then applies this knowledge to the micro-level analysis of specific episodes of activity. The principal aim of cognitive ethnography is to reveal how cognitive activities are accomplished in real-world settings. Cognitive ethnography is a particularly apt method for studying instruction in both formal and informal settings. This paper discusses the practicalities of doing cognitive ethnographic research, including such issues as deciding what to record, selecting data for analysis, re-representing data, and analyzing data. Illustrative examples are provided from a recent cognitive ethnographic study of time-telling instruction.