First- and Second-Order Reactivity to Verbal Protocols: An Example from a Study on Strategy Variability

Autor/in	Jay, Tim
Titel	First- and Second-Order Reactivity to Verbal Protocols: An Example from a Study on Strategy Variability
Quelle	In: International Journal of Research & Method in Education, 35 (2012) 2, S.181-194 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-727X
DOI	10.1080/1743727X.2012.689976
Schlagwörter	Mathematics Education; Learning Strategies; Data Collection; Longitudinal Studies; Verbal Communication; Reports; Educational Research; Protocol Analysis; Responses; Time; Writing (Composition); Foreign Countries; Mathematics Tests; Standardized Tests; Graphs; Cognitive Processes; Difficulty Level; Gender Differences; Context Effect; Evidence; United Kingdom (England) + Suchen Sie Ihr Suchwort? Mathematische Bildung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Data capture; Datensammlung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Abschlussbericht; Berichten; Bildungsforschung; Pädagogische Forschung; Zeit; Schreibübung; Ausland; Standadised tests; Standardisierter Test; Grafische Darstellung; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Geschlechterkonflikt; Evidenz
Abstract	Verbal reports are a common method of data collection in studies of mathematics learning, often in studies with a longitudinal component or those employing microgenetic methods where several observations of problem-solving are made over a short period of time. Whilst there is a fairly substantial literature on reactivity to verbal reports, addressing concerns that the production of verbal reports will change the behaviour that participants are reporting on, little of this literature addresses the question of how verbal reports might affect "subsequent" trials (what we would like to call "second-order" reactivity). In order to address the issues of both first- and second-order reactivity, ninety-nine 14-year-old participants were asked to provide answers to a set of six questions on two occasions, one week apart. Fifty-eight participants were asked for written answers and explanations, while 41 participants were asked for both concurrent and retrospective verbal reports. The results show evidence for both first- and second-order reactivity. The distribution of strategies employed in the first session was different for the two conditions and there were some interesting differences in patterns of strategy selection across the two sessions. These findings have some important implications for the use of verbal reports over multiple trials. (Contains 2 figures, 2 tables, and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10