Open Universiteit

Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/8260
Title: Designing for situated knowledge: methodological issues and more
Authors: Martens, Rob
De Laat, Maarten
Verjans, Steven
Keywords: situated knowledge
practice-based research
research methods
methodology
mixed methods
academic culture
research context
EARLI2017
Issue Date: 1-Sep-2017
Citation: Martens, R., De Laat, M., & Verjans, S. (2017, 1 September). Designing for situated knowledge: methodological issues and more. In N. Dohn (Chair), Investigating and designing for situated knowledge in a world of change. Symposium conducted at the 17th biennial EARLI Conference for Research on Learning and Instruction, Tampere, Finland.
Abstract: When it comes to the type of complex questions such as how to design for situated knowledge, there is a strong need for suitable research methodology to address such complex and interwoven problems. This problem not only occurs in this context (design for situated knowledge), but is an underlying problem of educational research in general. It has to do with (lack of) societal impact and relevance to educational practice (i.e. teachers, schools, etc.), which is the central theme of this conference. Analyses show that a major cause might be the fact that educational science (and social science) in general struggle with research methods capable of dealing with ‘complex’ and ‘realistic’ problems, with strongly interwoven variables at different levels of analysis (Kuhl, 2001). Research methods developed to address this problem will be summarized in this paper, but we argue that the availability of such methods (e.g., design-based research) clearly is not enough to solve the underlying issue. Therefore, in a second step, we will also look at the academic research context for possible explanations: its reward systems and publication strategies which are also important pieces of this puzzle. As a case study a recent national initiative in the Netherlands will be described as an attempt to change this reward and evaluation system at universities. It may indeed lead to a strongly improved impact of educational science and solve the (research) issues addressed in this symposium.
URI: http://hdl.handle.net/1820/8260
Appears in Collections:2. T2 Presentations at conferences and events

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