SIMULATIONS: A Socio Constructivist Strategy to Support Learners’ Interactions and Constructions of a Qualitative Inquiry
Location
1053
Format Type
Event
Format Type
Workshop
Start Date
January 2019
End Date
January 2019
Abstract
Simulations are deliberately created enactments of a potential authentic event. Social constructivist theory posits that learning is socially situated and knowledge is constructed through interaction with others (Berger & Luckman, 1991). Thus interactive socially mediated learning is supported by socio cultural theory. In this Workshop my students and I will model and engage the audience in an innovative socio constructivist strategy I designed and utilize in my qualitative research classes to nurture learners’ interactions and understanding of qualitative inquiry. Accordingly, our teaching/learning context is transformative and positions students as active agents in their own learning. In keeping with my socio constructivist beliefs about teaching and leaning, the strategy is antithetical to a transmission lecture style of teaching “Simulations” (i.e., small group interactive structuring of a qualitative inquiry prompted by a description of authentic life events and a “Listing of Steps to Follow” in this process) (see Appendices One and Two for examples.
APPENDIX One
How To Structure Your Simulated Inquiry
- Your questions drive your inquiry. Choose your A Priori open-ended questions first. (I.e., What do you want to know? You might begin these question with “In what ways” or “How”
- Write in active voice.
- Title (save the title for your final task. Title must convey the focus/content of your simulated inquiry.
- Rationale for the research
- Context for the inquiry
- Study participants
- Literatures informing the inquiry. Consult your textbooks and computer technology for these literatures. You should always consider going beyond the discipline of qualitative research.
- A Priori Questions
- Qualitative genre employed
- Data sources (to be) employed in the inquiry and why
- Data analysis (to be) employed in the inquiry
- Limitations of the inquiry (one or more paragraphs: STOP HERE).
- Discussion- (Cannot provide a Discussion without conducting the inquiry)
- Implications/Conclusions (Cannot make conclusions without conducting the inquiry)
- References: include References
- Following your collaborative work, you will present it with each member of the group taking part. After your presentation the audience (classmates) will provide suggestions and ask questions.
Keywords
simulations, interactive qualitative strategy
SIMULATIONS: A Socio Constructivist Strategy to Support Learners’ Interactions and Constructions of a Qualitative Inquiry
1053
Simulations are deliberately created enactments of a potential authentic event. Social constructivist theory posits that learning is socially situated and knowledge is constructed through interaction with others (Berger & Luckman, 1991). Thus interactive socially mediated learning is supported by socio cultural theory. In this Workshop my students and I will model and engage the audience in an innovative socio constructivist strategy I designed and utilize in my qualitative research classes to nurture learners’ interactions and understanding of qualitative inquiry. Accordingly, our teaching/learning context is transformative and positions students as active agents in their own learning. In keeping with my socio constructivist beliefs about teaching and leaning, the strategy is antithetical to a transmission lecture style of teaching “Simulations” (i.e., small group interactive structuring of a qualitative inquiry prompted by a description of authentic life events and a “Listing of Steps to Follow” in this process) (see Appendices One and Two for examples.
APPENDIX One
How To Structure Your Simulated Inquiry
- Your questions drive your inquiry. Choose your A Priori open-ended questions first. (I.e., What do you want to know? You might begin these question with “In what ways” or “How”
- Write in active voice.
- Title (save the title for your final task. Title must convey the focus/content of your simulated inquiry.
- Rationale for the research
- Context for the inquiry
- Study participants
- Literatures informing the inquiry. Consult your textbooks and computer technology for these literatures. You should always consider going beyond the discipline of qualitative research.
- A Priori Questions
- Qualitative genre employed
- Data sources (to be) employed in the inquiry and why
- Data analysis (to be) employed in the inquiry
- Limitations of the inquiry (one or more paragraphs: STOP HERE).
- Discussion- (Cannot provide a Discussion without conducting the inquiry)
- Implications/Conclusions (Cannot make conclusions without conducting the inquiry)
- References: include References
- Following your collaborative work, you will present it with each member of the group taking part. After your presentation the audience (classmates) will provide suggestions and ask questions.
Comments
Breakout Session F