Video stimulated recall techniques
Meade, P. & McMeniman, M. (1992). Stimulated Recall - An
Effective Methodology for Examining Successful Teaching in Science. Australian Educational
Researcher, 19, 3, 1-18.
Wear, S.B. & Harris, J.C. (1994). Becoming a reflective teacher: the role of
stimulated recall. Action in Teacher Education, 16, 2, 45-51.
Think-aloud protocols
Scardamalia, M & Bereiter, C. (1987) Knowledge telling and
knowledge transforming in written communication. In S. Rosenberg (Ed) Advances in
Applied Psycholinguistics. Vol 2. Cambridge: Cambridge University Press. pp 142-175.
Smagorinsky, P. (1989) The reliability and validity of protocol analysis. Written
Communication, 6, 4, 463-479.
Specific knowledge representation
Concept Mapping
Olson, J. R. & Biolsi, K. J. (1991). Techniques for
representing expert knowledge. In J. A. Ericsson & J. Smith. Toward a general
theory of expertise. Cambridge: Cambridge UP.
Rye, J. A. & Rubba, P. A. (1998). An exploration of the concept map as an interview
tool to facilitate the externalization of students’ understandings about global
atmospheric change. Journal of Research in Science Teaching, 35, 521-546.
Goldsmith, T. E. & Johnson, P. (1990). A structural assessment of classroom learning.
In Schvaneveldt, R. W. (Ed.). Pathfinder associative networks: Studies in knowledge
organization. Norwood: Ablex Publishing Corporation.
Wilson, J. M. & Retsas, A. P. (1997). Personal constructs of nursing practice: A
comparative analysis of three groups of Australian nurses. International Journal of
Nursing Studies, 34(1), 63-71.
Personal constructs through repertory grid techniques
Kelly (1955) investigated personal construct theory as a means of identifying the
personal constructs held by individuals about knowledge and beliefs. Repertory grids elict
personal constructs by providing quantitative indicators which can be analysed through
computer techniques. For example, participants identify a number of entities, such as
"effective instruction" or "ineffective instruction." The next step
involves exploring the entities' similarities and differences.
Related Recommended Readings
Stimulated recall technique
Clarke, A. (1995) Professional development in practicum settings: reflective practice
under scrutiny. Teaching and Teacher Education, 11, 3, 243-261.
Ethell, R.G. (1997) Reconciling Propositional and Procedural Knowledge: Beginning
Teachers’ Knowledge in Action. Unpublished PhD Thesis. Griffith University.
Kwo, O. (1994) Learning to teach: some theoretical propositions. In I. Carlgren, G. Handal
& S. Vaage (Eds.) Teachers’ Minds and Actions: Research on Teachers’
Thinking and Practice. London: Falmer Press. pp. 215-231
Marland, P. & Osborne, N. (1990). Classroom theory, thinking, and action. Teaching and
Teacher Education, 6, 1, 93-109.
Verbal protocol analysis
Block, E. (1992) See how they read: Comprehension monitoring of L1 and L2 readers, TESOL
Quarterly, 26, 2, 319-343.
Davis, J.N. & Bistodeau, L. (1993) How do L1 and L2 reading differ? Evidence from
think aloud protocols, The Modern Language Journal, 77, 4, 459-472.
Ericsson, K.A. & Simon, H.A. (1984) Protocol analysis: Verbal reports as data.,
Cambridge: Massachusetts Institute of Technology Press.
Knowledge representation
Jonassen, D. H., Beissner, K. & Yacci, M. (1993). Structural knowledge: Techniques for
representing, conveying and acquiring structural knowledge. Hillsdale, NJ: Erlbaum.
Saitta, L., Neri, F., Bajo, M. T., Ca–as, J., Chaiklin, S., Esposito, F., Kayser, D.,
NŽdellec, C., Sabah, G., Tiberghien, A., Vergnaud, G., Vosniadou, S. (1995).
Knowledge representation changes in humans and machines. In P. Reimann & H. Spada
(Eds.), Learning in humans and machines: Towards an
interdisciplinary learning science, (pp. 109-127). New York: Pergamon.
Vosniadou, S. (1996). Towards a revised cognitive psychology for new advances in learning
and instruction. Learning & Instruction, 6, 95-109.
Concept mapping
Mergendoller, J. R. & Sacks, C. H. (1994). Concerning the relationship between
teachers’ theoretical orientations toward reading and their concept maps. Teaching
and Teacher Education, 10, 589-599.
Novak, J. D., & Musonda, D. (1991). A twelve-year study of science concept learning.
American Educational Research Journal, 28, 117-153.
Markham, K. M. & Mintzes, J. J. (1994). The concept map as a research and evaluation
tool: Further evidence of validity. Journal of Research in Science Teaching, 31, 91-101.
Pathfinder
Gonzalvo, P., Ca–as, J. J. & M-T Bajo (1994). Structural representations in
knowledge acquisition. Journal of Educational Psychology, 86, 601-616.
Schvaneveldt, R. W. (1990). Pathfinder associative networks: Studies in knowledge
organization. Norwood, NJ: Ablex.
Repertory grid analysis
Corporaal, A. H. (1991). Repertory grid research into cognitions of prospective primary
school teachers. Teaching and Teacher Education, 7, 315-329.
Easterby-Smith, M. (1981). The design, analysis and interpretation of repertory grids. In
M. L. G. Shaw (Ed.), Recent advances in personal construct theory. London: Academic Press.
Zuber-Skerritt, O. (1988). Personal constructs of second language teaching: A case study.
Babel: Journal of Australian Modern Language Teachers Association, 23(3), 4-9.
Cunliffe, A. J. (1996). From science graduates to science teachers: Longitudinal case
studies of beginning science teachers. Unpublished Ph.D. thesis, Griffith University.
Kelly, G. (1955). The psychology of personal constructs. New York: W. W. Norton.
Mancuso, J. C. & Shaw, M. L. G. (Eds). (1988). Cognition and personal structure:
Computer access and analysis. New York: Praeger.
Shaw, M. L. G. (Ed.). (1981). Recent advances in personal construct theory. London:
Academic Press.
Investigative Methods