What Do They Really Think? The Repertory Grid Technique as an Educational Research Tool for Revealing Tacit Cognitive Structures

Autor/inn/en	Rozenszajn, Ronit; Kavod, Galia Zer; Machluf, Yossy
Titel	What Do They Really Think? The Repertory Grid Technique as an Educational Research Tool for Revealing Tacit Cognitive Structures
Quelle	In: International Journal of Science Education, 43 (2021) 6, S.906-927 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rozenszajn, Ronit)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2021.1891323
Schlagwörter	Cognitive Structures; Psychology; Theories; Science Education; Models; Educational Research; Teaching Methods; Learning Processes; Interviews; Qualitative Research; Multivariate Analysis + Suchen Sie Ihr Suchwort? Cognitive structure; Kognitive Struktur; Psychologie; Theory; Theorie; Naturwissenschaftliche Bildung; Analogiemodell; Bildungsforschung; Pädagogische Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Interviewing; Interviewtechnik; Qualitative Forschung; Multivariate Analyse
Abstract	The Repertory Grid Technique (RGT) is a qualitative method, based on the Personal Construct Psychology (PCP) theory, which provides a powerful tool to elicit tacit personal construction systems, with minimal intervention and interpretation. Although the contributory potential of the RGT as a cognitive research tool in science education has been documented, few researchers are familiar with it. In this article we describe in detail the principles and steps of the RGT, and how it can be utilised, including practical recommendations and analyzed examples. We illustrate how different studies in science education have utilised the diverse models of the RGT to address different research questions, and its advantages and contribution to the field. We hope to open a window to the PCP theory and the use of the RGT as a profound method for science education research, which may have implications for teaching and learning processes. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01