ERIC Number: ED243441
Record Type: RIE
Publication Date: 1984-Jan
Reference Count: 0
The Role of Naturalistic Inquiry on Research in the Instructional Uses of Pictures.
Brody, Philip J.
Instructional technologists have traditionally used the scientific or rationalistic paradigm to study the instructional potential of pictures. Naturalistic and rationalistic inquiry differ in their views of reality and truth, the relationship between the investigator and the subject, the goals of inquiry, and the role of values in inquiry. Naturalistic inquiry on how pictures are used by students and teachers would take place in schools under normal instructional settings. Such studies could involve observation and interviews by a team of investigators who might note the types of pictures used, outcomes expected, teacher and learner behavior, subject matters, and instructional strategies. The resulting set of descriptive notes would be sifted, reorganized, and refined to identify recurring patterns that would aid in the understanding of the phenomena being examined. Data would be used to sharpen the focus for the next series of studies, which could include determining the types of instructional functions that can be served by pictures, or by examining the role of pictures within a given content area for a specific type of learning outcome or a particular type of learner. What is most important to the instructional technologist is not the identification of specific questions that can benefit from naturalistic inquiry but to understand and take advantage of its unique characteristics. Four references are listed. (LMM)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Naturalistic Research
Note: Paper presented at the Annual Meeting of the Association for Educational Communications and Technology (Dallas, TX, January 20-24, 1984). For proceedings, see IR 011 020.