Why should I be interested in phenomenographic research? Variation in views of phenomenography amongst higher education scholars

IF 3.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Higher Education Pub Date : 2024-07-31 DOI:10.1007/s10734-024-01270-6
Gerlese S. Åkerlind
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Abstract

Phenomenographic research has had a substantial impact on approaches to higher education teaching and learning and academic development. However, prevalent misunderstandings of phenomenography have led to misinterpretations by higher education scholars of findings published in the literature. All scholars need to be able to read and evaluate research literature outside their own methodological areas. But pre-existing assumptions and misinterpretations of phenomenography can limit and distort scholars’ understandings of research findings, and the implications of those findings. To investigate this further, an empirical study of variation in what educational researchers understand phenomenography to be was undertaken. The aim is to improve non-phenomenographic scholars’ ability to interpret and make use of phenomenographic findings in the literature, without having to read specialised methodological articles about the approach. The study highlights five dimensions of phenomenography that higher education scholars need to be aware of in order to maximise the value they will gain from reading phenomenographic studies: (a) the distinctiveness of the method; (b) the focus on variation in understandings of a phenomenon; (c) the focus on structural relationships between the different understandings; (d) the pedagogical utility of the findings; and (e) the implications for everyday thinking. Using the example of postgraduate programs in higher education teaching and learning, the discussion of findings explains the implications of awareness of these different dimensions of phenomenography for the interpretation of research outcomes and their implications for pedagogy.

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我为什么要对现象学研究感兴趣?高等教育学者对现象学的不同看法
现象学研究对高等教育教学方法和学术发展产生了重大影响。然而,对现象学的普遍误解导致了高等教育学者对文献中发表的研究成果的曲解。所有学者都需要能够阅读和评估自己方法论领域之外的研究文献。但是,已有的假设和对现象学的误读会限制和扭曲学者对研究成果及其影响的理解。为了进一步研究这个问题,我们对教育研究人员对现象学理解的差异进行了实证研究。目的是提高非现象学学者解释和利用文献中的现象学研究成果的能力,而无需阅读有关该方法的专业方法论文章。研究强调了高等教育学者需要了解的现象学的五个方面,以便最大限度地发挥他们从阅读现象学研究中获得的价值:(a) 方法的独特性;(b) 对现象理解差异的关注;(c) 对不同理解之间结构关系的关注;(d) 研究结果的教学用途;以及 (e) 对日常思维的影响。以高等教育教学中的研究生课程为例,对研究结果的讨论解释了认识现象学的这些不同层面对解释研究成果及其对教学法的影响的意义。
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来源期刊
Higher Education
Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
10.70
自引率
12.00%
发文量
160
期刊介绍: Higher Education is recognised as the leading international journal of Higher Education studies, publishing twelve separate numbers each year. Since its establishment in 1972, Higher Education has followed educational developments throughout the world in universities, polytechnics, colleges, and vocational and education institutions. It has actively endeavoured to report on developments in both public and private Higher Education sectors. Contributions have come from leading scholars from different countries while articles have tackled the problems of teachers as well as students, and of planners as well as administrators. While each Higher Education system has its own distinctive features, common problems and issues are shared internationally by researchers, teachers and institutional leaders. Higher Education offers opportunities for exchange of research results, experience and insights, and provides a forum for ongoing discussion between experts. Higher Education publishes authoritative overview articles, comparative studies and analyses of particular problems or issues. All contributions are peer reviewed.
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