3A metodika: od kazuistik k transdidaktickému zobecnění
| Title in English | 3A procedure: from case studies to transdidactic abstraction |
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| Authors | |
| Year of publication | 2016 |
| Type | Appeared in Conference without Proceedings |
| MU Faculty or unit | |
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| Description | In the presentation we aimed to show how the 3A procedure may help in developing knowledge for improvement in a professional community. Specifically, the use of the 3A procedure was illustrated by case studies of teaching-and-learning situations. We also concentrated on looking for ways to provide transdidactic abstraction of the individual case studies’ outcomes. In analysing teaching-and-learning situations, we build on a number of different approaches. One of them is The Model of Educational Reconstruction, which comprises basic components of subject-related learning and teaching and hence can be applied to the fields with which disciplinary education is concerned. Another approach is the Design-Based Research, which accentuates subject-related learning and teaching and the objective to achieve highest possible levels of students’ understanding and cognitive activation. Another source of inspiration for the approach presented in this presentation is the Critical Didactic Incidents method, which is a method for the analysis of professional activities that aims to achieve the highest possible level of understanding the key components that are decisive for successful outcome. In the presentation, we made use of the 3A procedure. 3A stands for a three-step methodology consisting of annotating, analysing and altering a particular classroom situation. Annotation is a brief summary of the situation and its context. Analysis refers to a reconstruction of the situation – it focuses on specific aspects of the situation in order to reveal the potential for qualitative change (improvement). Conceptual structure diagrams are used as tools for capturing the way the content was worked on in the situation. Alteration is a suggested alternative course of action. When looking for similarities between various case studies of the presented teaching situations we find that even though they are centred around very different educational contents within very different school subjects, they can suffer from similar problems. As examples, different types of didactic formalisms were discussed. |
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