maggiehu_uga (![[info]](http://l-stat.livejournal.com/img/userinfo.gif){kind=small} maggiehu) wrote,@ 2006-01-19 23:38:00 |
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| Entry tags: | design based research |
Summary and thinking about Brown's article
The author articulated his main purpose is that "learning theory has undergone major
modifications even within the cognitivist period of the last 20 years, and methodological
changes are needed to reflect these developments." (p. 144)
Hence, Brown reviewed his learning theory's transferring history:
|
Time |
Learning theory |
Methods |
|
1970s |
human memory(Information Processing dealing with capacity) |
training study (p144, p145) |
|
Late of 1970s |
Cognitive strategies (dealing with mental events)(p145) |
|
|
Late half of 1970s |
Metacognition (“an important shift from passive to active metaphors of learning”)(p146) |
|
|
1980s— |
Issues of content and contexts of learning(p 147) |
“my own research also reflected a shift to the study of learning, remembering, and understanding complex texts, which in turn led to studies of reading comprehension and comprehension monitoring in specific content areas” |
Introduction of author’s Reading Comprehension experimental research. (P 152)
Methodological issues in evaluating complex intervention studies:
· The relationship between laboratory and classroom work;
· Idiographic versus nomothetic approaches, or the grain-size issue;
· The Bartlett Effect, or the problem of data selection.
I think it is a good illustration of qualitative research and how to evolve an experimental research, although Brown asserted that “because of the multifaceted nature of my data base, I prefer a mixed approach, suiting the method to the particular data.”
Brown “combine a concentration on large scale data bases with in-depth microgenetic analyses of a few children or perhaps a group.”
Lessons learned from the history of educational design experiments:
·
The
· The Dewey Effect
o Readiness to learn
o Discovery learning
o The curriculum and society
· The reality principle
