The significance of context for the emergence and implementation of research evidence: the case of collaborative problem-solving
The significance of context for the emergence and implementation of research evidence: the case of collaborative problem-solving
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背景对于研究证据的出现和实施的重要性：协作解决问题的案例
DOI：
10.1080/03054985.2017.1389713
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发表时间：
2017
影响因子：
2
通讯作者：
Cukurova M
中科院分区：
文献类型：
--
作者：
Cukurova M
教育研究的基本目的之一是为有效的实践提供证据。然而，证据本身对从业人员没有多大价值，除非还提供了关于产生证据的背景的关键信息。在本文中，我们使用“上下文”一词来指代与学习相关的因素，包括学习者与多个人，人工制品和环境的互动。不幸的是，在许多教育研究中，这些因素要么没有得到必要的关注，要么有关它们的信息是在一个不连贯的结构。由此造成的信息缺乏导致两个重大缺陷。首先，它在那些希望在实践中应用研究证据的从业者中造成了混乱。第二，它导致了表面上相似的研究，但实际上是由于在显著不同的背景下收集的证据被纳入评论，元评论和最佳证据综合的同一类别。在本文中，我们借鉴的概念“相关性”的证据和目前的分类协作解决问题（CPS），可用于提供有价值的信息，研究证据可以索引。通过解决需要更详细的信息，从证据产生的背景因素，以弥合CPS研究的研究和实践之间的差距，我们的目标是更普遍地在教育研究中所需要的方法。
One of the fundamental purposes of educational research is to provide evidence to facilitate effective practice. However, the evidence itself does not have much value for practitioners unless key information about the context from which the evidence was generated is also provided. In this paper, we use the word ‘context’ to refer to factors that are relevant for learning, including the interactions that learners experience with multiple people, artefacts, and environments. Unfortunately, in many educational research studies, either these factors do not get the required attention or information about them is presented in an incoherent structure. The resultant lack of information leads to two significant drawbacks. First, it creates confusion among practitioners who want to apply research evidence in their practice. Second, it leads to research studies that on the face of it are similar, but that in reality have resulted from evidence that has been collected in significantly different contexts being included under the same categories in reviews, meta-reviews, and best-evidence syntheses. In this paper, we draw on the concept of ‘relatability’ of evidence and present taxonomy for collaborative problem-solving (CPS) that can be used to provide the valuable information against which research evidence can be indexed. By addressing the need for more detailed information about the contextual factors from which the evidence is generated to bridge the gap between research and practice in CPS research, we aim to exemplify the approach that is needed in educational research more generally.
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