NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1283936
Record Type: Journal
Publication Date: 2021
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1743-727X
The 'Course-of-Action' Method in the Study of Lived Experience of Learners
Dieumegard, Gilles; de Vries, Erica; Perrin, Nicolas
International Journal of Research & Method in Education, v44 n1 p67-81 2021
This paper aims at examining the use of a theoretical and methodological framework originating in ergonomics, the 'course-of-action method', in the study of individual learning processes in naturally occurring situations. This framework investigates the course of lived experience of each individual. Thus, in addition, to her/his thinking, it affords to analyse her/his concerns, her/his perceptions, her/his feelings and the activity that s/he attributes to her/himself. The method involves gathering two types of data about a short time-stretch: video-data and 'self-confrontation interviews'. During such an interview, one views a video of oneself and reporting what one experiences at every instant. These data are analysed by identifying and characterizing successive units for describing individual experience, and by comparing these descriptions synchronically and diachronically. The method has been used for fined-grained studies of lived experience of learners in various contexts. In this paper, its implementation is exemplified by a case study about understanding in a teacher training context. We discuss the extent to which it allows overcoming some limitations of both socio-cultural approaches in learning research and microgenetic studies of conceptual change.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A