Transcript Hoepfl - International Technology and Engineering Educators

A CTION R ESEARCH IN THE
T ECHNOLOGY E DUCATION C LASSROOM
R ESEARCH : I T ’ S NOT JUST FOR
UNIVERSITY GEEKS !
W HAT IS A CTION R ESEARCH ?

Research conducted for the purpose
of analyzing and improving conditions
or practice in a field-based setting
(such as a classroom).

Often involves comparison of different
types of “actions” or strategies to
determine differences in outcomes or
effects.
W HAT IS A CTION R ESEARCH ?

Action research is typically cyclical in
nature:
Teacher
observes a need
or a problem in
the classroom
Teacher
monitors the
effects of the
action plan
Teacher
devises and
implements an
action plan
W HY C ONDUCT A CTION
R ESEARCH ?

To improve your teaching practice or
student outcomes.

To systematically analyze the effects of
some aspect of your teaching on your
students or your program.

To document student progress toward
educational goals.
A CTION R ESEARCH
F UNDAMENTALS

Takes place in the actual/natural setting (the
classroom).

Should focus on improving teaching practice at
the classroom level and taking action to make
improvements.
E XAMPLES OF A CTION R ESEARCH
IN T ECHNOLOGY C LASSROOMS

Does varying the placement of labs (before
or after lecture) in a Principles of
Technology program result in changes in
test scores or student interest?

Does using open-ended design problems
versus prescribed drawing exercises affect
student learning in a CAD classroom?
S TAGES OF A CTION
R ESEARCH
1.
Identify a problem, idea, or concern in your
classroom or program.
2.
Design research question(s) based on the
problem or idea you wish to try.
3.
Identify and implement data collection
strategies, and analyze findings.
4.
Develop and implement an action plan
(improvement plan) based on the findings.
5.
Evaluate the action plan.
A CTION R ESEARCH : G ETTING
S TARTED

Identify a problem, idea, or concern in your
classroom or program.

Sources of ideas can include:

Observing students in your classroom

Discussions with colleagues

Articles in the education literature

Student work samples
A CTION R ESEARCH : G ETTING
S TARTED

Identifying a research topic: Self reflection

What can I do to make this unit better?

How can I explain this in a more meaningful
way?

What’s the best way to present this
information?

Which elements of this activity are most
important for achieving the learning desired?

Does small-group activity produce better
outcomes than individual work?

Can I cover this material more quickly without
losing the educational benefits?
A CTION R ESEARCH : G ETTING
S TARTED

Identifying a research topic: Teaching
journal

Keep a log of new activities or approaches
with comments about how they worked
and what you would change next time.

Make notes about “critical incidents”
observed during the day.

Take notes about ideas or issues that
interest you in articles or from discussions
with colleagues.
A CTION R ESEARCH : G ETTING
S TARTED

Identifying a research topic -- Think about
recurring problems:

My students have a difficult time creating
sketches to illustrate their ideas.

When I let my students select their own
partners for team projects their work quality
seems to suffer.

Students are careless with resources and
often break or lose track of parts/materials.

My students’ quiz scores on a particular unit
are always below target.
A CTION R ESEARCH : G ETTING
S TARTED

Identifying a research topic: What are your
personal/professional interests?

Example:

I’ve always wondered about the effects
of modular labs on student learning in
technology education. Do self-guided
(e.g., modular) approaches to learning
result in better understanding than
teacher-guided approaches?
S ELECTING
A
TOPIC
Consider:

Importance – will the information I gain address a key
issue in my program?

Relevance – is the problem widespread? Will solving the
problem have an impact on a broad number of students?

Interest – is this an issue about which I have a high degree
of interest?

Feasibility – is this topic really researchable? Can I get
access to the information I need to answer the research
question(s)?
W RITING A R ESEARCH
S TATEMENT

The research statement describes the purpose of
the research, establishes the need for the study,
and gives a brief overview of the research
design.

Example:

This study will examine the effects of
providing basic perspective sketching
instruction on the ability of students in a
technology education classroom to
communicate ideas through drawings.
F ORMULATING A R ESEARCH
Q UESTION

The research statement should provide the basis
for the research question (or hypothesis).

The research question should provide:

Parameters for the study.

Distinct indicators for the design of the
study.

A question that can be answered through
your data collection and analysis.
F ORMULATING A R ESEARCH
Q UESTION

Sample research question:

Are students who have been given basic
instruction in perspective drawing
techniques better able to create multiple
ideas when generating designs than students
who did not receive basic instruction in
perspective drawing techniques?
R EVIEWING THE
E DUCATIONAL L ITERATURE
 Purposes?
 Become more knowledgeable about the “state of
the art” relative to your topic
 Learn what research has been done
 Resources:
 Google Scholar
 ERIC
 Books (esp. university libraries)
www.eric.ed.gov/
S OME R ESEARCH D ESIGN
B ASICS

Variables

Controls (the “fair test”)

Qualitative Data

Quantitative Data

Validity

Bias
S OURCES OF D ATA IN THE
C LASSROOM : W HAT TO M EASURE ?

Test or quiz scores

Time on task

Project work grades (relative to a rubric)

Student comments (written or verbal)

Number of incidents of a particular type

Ability to complete a task (relative to a checklist)

Etc.
H UMAN S UBJECTS R EVIEW &
P ROTECTIONS

Institutional Review Boards

Exemption from review:
“Research conducted in established or
commonly accepted educational settings,
involving normal education practices, such
as (a) research on regular and special
education instructional strategies, or (b)
research on the effectiveness of or the
comparison among instructional
techniques, curricula, or classroom
management methods. “
Variables
• INDEPENDENT: a variable
that is the possible cause of
a change; usually the factor
that is introduced or
manipulated. Example:
using a new type of
instructional approach.
• DEPENDENT: a variable that is
potentially influenced by the
independent variable or
treatment; usually the effect
that is of interest. Example:
student test scores improve as
a result of a new instructional
approach.
Experimental Designs
• Involve the presence of clearly identifiable
dependent and independent variables.
• Set up to examine cause and effect
relationships.
A Sample Experimental Design
Group
Time
Group 1
Obs
Tx
Obs
Group 2
Obs
---
Obs
Features:
 Quasi-experimental design is typical of classroom settings.
 Pretest or prior measure of some type is conducted.
 One group receives a “treatment”
type; the other does not.
or modification of some
 The post-treatment observation is compared to the prior
observation.
Extraneous Variables
• Extraneous variables are undesirable variables that
can influence the relationship between the
dependent and independent variables.
– Also known as lurking variables.
Q UALITATIVE R ESEARCH
D ESIGNS

Any research that is non-quantitative in
nature.

Seeks a better understanding of a situation,
in context-specific settings.

Used to gain in-depth information or when
quantitative measures cannot adequately
describe or interpret a situation.
Q UALITATIVE R ESEARCH
D ESIGNS

Interviews

Descriptive observations

Examination of written (or other media)
materials
S AMPLE Q UALITATIVE
S TUDY

What are common misperceptions about
energy generation among students?

Data collection: Have students respond in
writing or interviews to specific questions or
prompts that require detailed responses.

Data analysis: Review the student responses
to uncover common misperceptions.

Consider ways to resolve the misperceptions.
A NALYZING

THE
D ATA
Quantitative – statistical analysis

Descriptive (mean/median/mode)

Correlational

Inferential

Qualitative – looking for themes or for
descriptions that provide key insights

Draw conclusions based on the data: what is the
answer to your research question?
U SING THE R ESULTS OF
A CTION R ESEARCH

Continue to work with, test, and refine the
most promising strategy.

Share your findings with others through
presentations and articles.
A CTION R ESEARCH : A N E XAMPLE
1.
Problem: Students break or lose a lot of
materials/parts in my classroom.
2.
Observation: I’m going to document how
much is lost, the accumulated cost, and
which classes are the worst on a perstudent basis.
3.
Action plan: I’m going to try a new
classroom management strategy (student
lab managers) that a colleague suggested
for dealing with breakage and loss.
Action Research: An Example
4.
Research Statement: This study will examine the
effects of using student managers on loss and
breakage in my classroom.
5.
Research Question: Does the use of student lab
managers in my technology education
classroom lead to a reduced number of
incidents of breakage and loss of materials and
parts?
6.
Research Design: Quasi-experimental; two
similar groups; treatment (lab managers) in one
for a period of weeks; collect data throughout.
Action Research: An Example
7.
Analyze Data: Compare the data from the
“treatment” classroom with the other classroom
and with prior data. Draw conclusions based on this
data to answer your research question.
8.
Apply Research Findings: Because the classroom
with the lab manager showed modest
improvements, you implement this strategy in all of
your classes. Not all show similar gains.
9.
Redesign: You make modifications in how you use
lab managers and continue to collect data and
monitor improvements.
C OMMON I SSUES IN A CTION R ESEARCH

Extraneous variables aren’t sufficiently controlled
– it’s not a fair test.

The measure selected isn’t valid or is insufficient –
it’s not a fair test.

“No significant difference” can discourage further
action research.

There is no follow-up or follow-through: the
findings of research are not used.
O BSTACLES
TO
R ESEARCH

Small number of TE researchers

Lack of a research culture in technology
education

Lack of access to classrooms and lack of
resources

Limited number of “reformed” TE classrooms,
due to:


Lack of solid curriculum models

Inertia stemming from allegiance to traditional models
School systems are not designed to promote
carefully-designed evaluations of interventions
P ROMISING SOLUTIONS TO PROMOTE
RESEARCH IN TE

Promote action research by classroom practitioners
by training and expecting undergraduate and
graduate students to conduct research

Partner with classroom teachers as research
collaborators, mentors, and co-authors
A CTIVITY

Ask the following questions:

I would like to improve…..

Learning in my classroom would improve if….

A student behavior in my classroom that makes
me angry is….

A teaching strategy that I would like to try in my
classroom is…..

Students always have a difficult time with….
R ESOURCES

Altrichter, Herbert; Feldman, Allan; Posch, Peter; & Somekh, Bridget.
(2008). Teachers investigate their work: An introduction to action
research across the professions (2nd Ed.). London: Routledge.

Craig, Dorothy Valcarcel. (2009). Action research essentials. San
Francisco, CA: Jossey-Bass.

Johnson, Andrew P. (2008). A short guide to action research. Boston:
Pearson Education, Inc.

Lassonde, Cynthia A.; & Israel, Susan E. (2008). Teachers taking
action: A comprehensive guide to teacher research. Newman, DE:
International Reading Association.

Mertler, Craig A. (2009). Action research: Teachers as researchers in
the classroom. Los Angeles, CA: Sage.

Sagor, Richard. (2005). The action research guidebook. Thousand
Oaks, CA: Corwin Press.
I F Y OU ‘ RE I NTERESTED IN D OING
M ORE WITH A CTION R ESEARCH :
Contact Marie Hoepfl
828-262-3122
[email protected]