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It's one thing to go down the rabbit hole, deep into the research, searching for the answers that I seek; however, I also find myself chasing multiple squirrels in all directions. I often feel that there are so many things I need to research at one moment, wearing the multiple hats of mom, teacher, friend, sister, daughter - just to name a few. As a result there are not only rabbit holes, there are also squirrels (ideas, thoughts, things to do) everywhere!!! |
If I was to select a worldview, I believe that I'm transformative, for I am drawn to a postmodern, poststructuralist world where multiple truths can exist. However, that said, I am definitely drawn to the ideas of constructivist thinkers, which I know makes sense, since a transformative thinking does not disregard constructivism, instead builds upon it and takes it further.
I am drawn to the idea that we collectively own the knowledge of the world, that we make sense of the world through how we interact with the objects in the world. For example, as an avid reader of fiction, I know the author has written his or her words with purpose; however, I believe that the reader helps put even deeper meaning into the text. The words of the author coupled with the experiences of the reader, meet in a perfect symphony of understanding. That is why a friend can recommend a book they loved to you, yet you barely finish it, for your experiences and knowledge are not necessarily connecting with you. A book can be beautifully written, but not draw you in, for you may not be ready emotionally to connect with said book. I believe as individuals, we develop our own truths. I believe, we engage as participants in our own acquisition and construction of knowledge. As such, I was initially drawn to both narrative and action research. The idea of posing and investigating how we change the culture or the outcome, directly parallels how I implement ideas in my classroom. How can I change what we are doing to make it more meaningful, to help students really critically think about the world in which they exist and are constructing for themselves as middle schoolers? This initial draw towards action research, led me to design-based research. The two are very close methodologies, where participants are co-designers that have input in each stage of the research. I like how the participants help with the iterative process when there is a need to adapt or change focus during design-based research. I was further drawn to what Hoadly (2004) describes as 'design narrative form' where researchers reflect on the evolutions of designs and research overtime, that narrative is one of the best ways to make sense of design-based research. In many ways, my classroom each year is its own informal design-based research project. I start the year with a sense of where I would like to go, and my students then becomes my co-designers in how the project will unfold. Together we react to the unexpected, reflect on what could have gone better, then implement a new course of action. The lines between student and teacher can blur, as we collectively develop our own little ecosystem that works for the whole, not just me, the teachers. In this co-development of a classroom culture, I become lead learner, not the owner of all the knowledge in the room. Hoadley, C. P. (2010). Creating context: Design-based research in creating and understanding CSCL. https://doi.org/10.3115/1658616.1658679 |
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Stemberger, T., & Cenci, M. (2014). Design-based research in an educational research context. Journal of Contemporary Educational Studies, 1, 62–75.
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“It seems that design-based research is sort of upgrade to action research, since, in addition to practitioners and researchers, it also involves innovation designers; in addition to improving practice, it also endeavours to contribute to theory in the field of education.” The initiative for action research is carried out by a person who wishes to change his or her own practice for the purpose of improving said practice. However, the initiative for design-based researchers or innovation designers – however, it is possible for the practitioner to also be an innovation designer.
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Which leads us further down the rabbit hole, or to perhaps follow another squirrel . . . . |
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