Cultural-Historical Activity Theory (CHAT) as a Practical Lens to Guide Classroom Action Research in the Biology Classroom

Author:

De Beer Josef1

Affiliation:

1. JOSEF DE BEER is a Research Professor in the School for Natural Sciences and Technology for Education, North-West University, Potchefstroom, South Africa; e-mail: josef.debeer@nwu.ac.za.

Abstract

Classroom action research (CAR) represents a midpoint between teacher reflection at one end and traditional educational research at the other. CAR is a process in which a teacher identifies problems in the context of his or her own classroom and then engages in investigative methods to address the problems. Teachers sometimes shy away from CAR, due to their lack of training in research methodology, time constraints, and the fact that not all schools value or support such a scholarship of teaching and learning. I show how cultural-historical activity theory (CHAT) could be used as a practical lens when engaging in CAR, and how this could help biology teachers become more reflective practitioners by using a rigorous tool to analyze data. Third-generation CHAT is explained and the reader is shown, through a practical example, how research findings could be analyzed and interpreted through a CHAT lens.

Publisher

University of California Press

Subject

General Agricultural and Biological Sciences,Agricultural and Biological Sciences (miscellaneous),Education

Reference25 articles.

1. Abd-El-Khalick, F. & Lederman, N.G. (2000). Improving science teachers' conceptions of the nature of science: a critical review of the literature. International Journal of Science Education, 22, 665–701.

2. The undergraduate research experience: it's not for everyone, students and faculty alike;BIOS,2009

3. Teachers as researchers: a discovery of their emerging role and impact through a school-university collaborative research;Brock Education Journal,2015

4. Darling-Hammond, L. & Snyder, J. (2000). Authentic assessment of teaching in context. Teacher and Teacher Education, 16, 523–545.

5. De Beer, J., Petersen, N. & Brits, S. (2018). The use of puppetry and drama in the biology classroom. American Biology Teacher, 80, 173–179.

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