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ERIC Number: ED319380
Record Type: RIE
Publication Date: 1990-Feb
Pages: 7
Abstractor: N/A
Reference Count: 0
Challenges of Formative Testing: Conducting Situated Research in Classrooms. Technical Report No. 48.
Hawkins, Jan; Honey, Margaret A.
It is argued that the three basic issues that have typically been the concern of formative evaluation (comprehensibility, appeal, and usefulness) tell us very little about the role that an instructional product can play in the ongoing environment of the classroom. The focus in this paper is on the field test, i.e., on research situated within the framework of existing classroom activity. Four issues considered central to situated research are discussed: (1) How is the instructional prototype interpreted by teachers? (2) How does the prototype function as part of the ongoing content curriculum that is both the backbone and blueprint for classroom goals and activities? (3) How does the prototype function within the organizational context of the classroom? and (4) Within the social context of the classroom, how is the prototype interpreted by students? Each of these questions is addressed using examples from formative research with two different prototype products: a computer-based set of interactive cognitive tools to support inquiry practices in science ("Inquire"), and a television series that uses a narrative format to introduce students to different arenas of scientific and mathematical inquiry ("The Second Voyage of the Mimi"). (8 references) (GL)
Center for Children and Technology, Bank Street College of Education, 610 W. 112th Street, New York, NY 10025.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Bank Street Coll. of Education, New York, NY. Center for Children and Technology.
Note: A version of this paper was presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, March 27-31, 1989).