Students’ approaches to learning and teachers’ approaches to teaching

'In practice, particular approaches in educational research are often evaluated, not by whether they are ‘true’, but by whether they have interesting or useful applications.' (Richardson , 2012)

In fact Richardson is issuing us we a great challenge this week - to take some of his research papers and critically evaluate them. (A great form of alternative peer assessment maybe?!). I am sure we know that every author will chose the devices needed to convince an audience of their point of view, and I think that in the subject of 'debates', it's important for us to start thinking about the finer details of papers we may read.

(NB - definition of terms will be randomly dotted around!)

 

Definition 1: Paradigm-driven disciplines

A 'paradigm' is a philosophical or theoretic framework. Theories, laws, generalisations and experiments support them. Hence the sciences can be seen as paradigm -driven as ..'there is usually a broad consensus about what the problems are that need to be solved, what methods are appropriate for trying to solve them, and how the results of research should be interpreted. Shifting to a new paradigm happens only rarely, usually resulting from the work of an exceptional individual.' (Richardson, 2012)

Definition 2:Disciplines without paradigms

Basically, disciplines where there is less agreement or consensus - like social sciences and education. Here is the domain where the best argument wins (a broad overstatement I know.) 'Researchers get their work published by making a convincing case that they have formulated an interesting problem, chosen an appropriate method for investigating it, and provided a plausible interpretation of the results. So rhetoric – the art of effective speaking and writing – is important. ' (Richardson, 2012) And thus the debates begin. Sounds quite exciting really - if you like debating!

So this week is about thinking critically about the arguments we are presented with.