Research methodology
"In a very real sense, every piece of research is unique and calls for a unique methodology. We, as the researcher, have to develop it". (Crotty 1998:13-14).
| Ontology | Epistemology | Theoretical perspective | Methodology | Methods |
| Realism | Constructionism | Symbolic interactionism | Action research | Case study (inc. director's commentaries) |
2/ Epistemology
4/ Action research
Pedagogy
Design theories
Epistemology
The epistemology that informs my theoretical perspective in the Storyboard thesis is constructionism.
Definition and distinctions
Epistemology is a core area of philosophy concerned with the nature and limits of knowledge. Discussion often revolves around truth and beliefs and how these areas inform or transform one another. The following diagram sees this debate as one to define knowledge but my interest in this area is in the various types of knowledge:
Propositional knowledge is the main concern of epistemologists which relates to whether a statement is in fact true. This is more in keeping with the etymology of the word as the Greek "pistos" means belief. The more commonly used Greek word for knowledge is "gnosis" but this term has negative connotions dating back over two thousand years when "Gnostics" were a religious sect who claimed to be enlightened with special knowledge. This is why Epistemology is somewhat of a misnomer when defined narrowly as the study of knowledge.
To describe someone as an epistemologist sounds like a very peculiar title when in fact all people gain and share knowledge in various capacities. How children frame their epistemological questions is a part of everyday life in school communities and is implicit in classroom practice. Teachers are clearly not the keepers of the keys for all knowledge but they are generally trusted by their students to be experts on content knowledge. Google has become a verb for good reason but a healthy scepticism for online sources is still necessary as it is easy for anyone to publish their opinion.
Knowledge is too broad a category to be discussed as a uniform or accepted body of information. Various attempts have been made to classify and categorise knowledge. "Gilbert Ryle is often credited with emphasizing the distinction between knowing how and knowing that in The Concept of Mind". (http://en.wikipedia.org/wiki/Epistemology) I will look into Ryle's work as a primary source but prior to learning about Ryle I had already devised a simple hierarchy of knowledge as follows:
Gyle's "knowing how" could be described as a process and "knowing that" as a fact. These distinctions are important in my context as I presented this diagram to all Grade 5 and 6 children at Elwood Primary School as preparatory work for the process of selecting the Storyboard participants.
What is a concept?
A concept is normally defined as an idea. Explaining a concept is a dynamic process that the author enters into through interaction and representation, either figurative or literal.
Generalisations and exceptions
"The Exception Principle: It rarely pays to tamper with a rule that nearly always works. It's better just to complement it with an accumulation of specific exceptions." (Minsky 1985:127 original emphasis).
Generalisations are often seen as inadequate and simplistic for obvious reasons. By acknowledging and understanding exceptions we can move beyond the pitfalls associated with seeking universal truths. “Qualitative inquirers do not seek those universal, invariable, and eternal laws represented by the aims of physicist”. (Eisner 1998:39) This places us in the more familiar and accepted practices of experience, both empirical and hypothetical. For example:
We tend to learn from our immediate experience and then apply these understandings to broader frameworks. "The bridge between situated knowledge and general principles must, itself, be constructed". (Gargarian 1991:314). Judith Gill argues that "...the very continuance of education research assumes in it origins and implies in its practice that there is reliable knowledge to be had about educational matters such as student learning and school culture. Of course this knowledge may not have the status of universal truth, but it does form the basis of that which is constructed as truth within its own context and which may therefore be applicable to contexts elsewhere". (Gill 1996:15).
Action research
The Storyboard project uses an Action Research methodology. Kurt Lewin is considered to be the father of action research. As a full-time teacher at Elwood Primary School, I am a regular part of this environment and community so it could also be called insider action research. "Each of the steps outlined in the spiral of self-reflection is best undertaken collaboratively by co-participants in the action research process". (Kemmis 1995:35).
Action learning
“Action learning is an approach to the development of people in organizations which takes the task as the vehicle for learning. It reverses the traditional learning process where one learns something first and then applies it. In action learning the starting point is the action”. (Coghlan and Brannick 2005:15).
In any action research project there are two action research cycles operating in parallel". (Coghlan and Brannick 2005:25) One is the cycle of diagnosing, planning, taking action and evaluating. The other is reflection which is an action research cycle about the action research cycle.
“The desired outcomes of the action research approach are not just solutions to the immediate problems but are important learning from outcomes both intended and unintended, and a contribution to scientific knowledge and theory.” (Coghlan and Brannick 2005:4) This involves keeping an open mind so as to be able to learn from your students.
"It is important for teachers to see the relevance of teacher research for classroom practice, not only to inform practice but to model to their students the problem-solving process." (Allen 2004:23).
Ethical considerations
Action research has it's own ethical considerations beyond the usual objectives such as not harming participants, not breaching confidentiality and not distorting data. The additional considerations revolve around the concept of action research being a journey. Informed consent is more difficult as neither the researcher or the participants know exactly where the research will take them. (Coglan & Brannick 2005:77-9). These authors suggest that another ethical consideration is to be true to the objectives of action research. I would only agree with this in the broader sense of keeping an open mind without forming predetermined conclusions. Adherence to a methodology need not be too heavily weighted as methodologies are only there to guide and frame research. "Questions of research methods should not be regarded as unimportant, but (by contrast with the methodologically-driven view), I would want to assert that what makes action research “research” is not the machinery of research techniques but an abiding concern with the relationships between social and educational theory and practice". (Kemmis, 1995:39).
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Minsky, M. (1985). The Society of Mind. New York: Simon and Schuster.
Gargarian, G. (1991). Towards a Constructionist Musicology. in Harel, I. and Papert, S. (eds.) Constructionism. Norwood NJ: Ablex Publishing Corporation. (311-334).
Gill, J. (1996). Beyond the baby and the bathwater: Reflections on current debates in Educational research. Australian Educational Researcher. Vol. 23, No. 21. (31-46).
Coglan, D. & Brannick, T. (2005). Doing Action Research in Your Own Organisation. London: Sage.
Allen, J. (2004). Searching for Hidden Potatoes! Social Research in Education. in J. Allen (ed.) Sociology of Education; possibilities and practices, 3rd edn. Melbourne: Social Science Press. (3-28).