文章基本信息

标题：Reviews of teaching methods – which fundamental issues are identified?
本地全文：下载
作者：Åsa Hirsh ; Claes Nilholm ; Henrik Roman 等
期刊名称：Education Inquiry
印刷版ISSN：2000-4508
出版年度：2022
卷号：13
期号：1
页码：1-20
DOI：10.1080/20004508.2020.1839232
语种：English
出版社：Education Inquiry
摘要：The purpose of this study is to discern and discuss issues with relevance to the tension between contextuality and generalisation, which recurrently are identified over time in research reviews of teaching methods. The 75 most cited reviews on teaching methods listed in the Web of Science from 1980 to 2017 were analysed. Since our interest is the claims made in each article about the teaching method under study, the analysis concerned the abstract, results, discussion, conclusion, and implication parts of each review. Three main issues, cutting across the reviews over time, were identified: 1) the abundance of moderating factors, 2) the need for highly qualified teachers, and 3) the research-practice gap. It is argued that the three issues reflect tensions in original research. The implications of these findings are discussed in the article. One main conclusion is that such issues ought to be more explicitly attended to and elaborated in both primary and secondary level research. The importance of viewing validity as a multidimensional concept, including internal, external, and ecological aspects, is underlined. Further, ideas from realistic reviewing are used to discuss a contextually bound approach to causality.