Identifying the problem and analysing the context

This is phase 1 of the model. The researcher needs to explore and identify opportunities for making changes and creating, crafting a solution. As setting a scope and defining where are you going to do the change, in what particular area of the big picture.

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                  CREATIVE + ANALYTICAL
                                 MINDSET

An important aspect in this stage is to do a comprehensive search to inform the work on the ground. We must feed the context we are working in not just with insights of our immediate settings but with insights from other similar ones (literature review and empirical evidence of other similar settings) so the study can be positioned in a way that it can be informative to others that work in similar settings and are looking to use our findings can do so. (Generalizable as far as it can be)

If we are addressing a problem there has to be a clear idea of the route causes of it so we can address them and not just the symptoms. Look in how representative your context is for others dealing with similar kind of problems.
The analysis and description of the context is very important to the designer. It will state the particular conditions for which you are designing for. It is different if the intervention is for in-service teachers working in an online environment or if it is for a whole classroom in a suburban area of New York city or if it is in a working group of international students attending to a summer school in the beautiful and super interesting city of Utrecht 🙂

How will we do this?

  1. Explore the knowledge of the group about what they think is putting a problem in context.  Activity: Please post in this page what do you think is putting a problem in context.
  2. Identifying the situation that we want to address. Think of what opportunity we -researchers- have in this 2 weeks within this working group?
    How to learn about Design Research (DR) in 5 sessions of one and a half hour in a international summer school in Utrecht, where participants want to learn but also enjoy their leisure time after a year of work?
  3. Do a needs analysis with the group looking for opportunities and how to exploit them, challenges and how to address them, constraints and how to satisfy them, needs and how to fulfill them. (Link to the Needs analysis)
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17 thoughts on “Identifying the problem and analysing the context

  1. The problem context in physics education are Standard of assessment, Student understanding, student preconception or student misconceptions, conceptual change and conceptual approach.

  2. Putting a problem in context is understanding it through different perspectives (by other researchers, teachers, …) within the context that made the problem emerge.

  3. Putting problems in context means that how mathematics connects to the reality. The context here may or may not be a real world. However, it has to make sense, meaningful, and purpose for the children. The contextual problem will be then used to establish the mathematical concept.

    1. this is the particular case of teaching mathematics using RME theory. The question is more focused on our blog to teach Research Design. What we are trying to find out is what means in the model for Research Design putting the problem we are working with in context

    2. You are right but you are talking about a particular learning strategy of Real Mathematics Education. We are trying to find out about the problem or learning opportunity the researcher, in our case we are the researchers, want to address and the context in which this situation arouse. Describing the context and the important aspects that you think are going to influence the design

  4. Putting a problem in context means specifying the current student capabilities together with the desired outcomes/future capabilities, constraints, and interactions (current practices) in the learning situation (classroom or wider). It also means making the context and intervention part of the problem context and not just a passive background and objective /”untouchable means of intervening”.

  5. Putting the problem in a context is how to use a context that is real to the students as a starting point of learning concept. The role of context is to guide or force students to use their informal knowledge and their thinking and at the end they will be guided to the formal knowledge.The first step is to choose a suitable context. The good context should be familiar and meaningful to the students.

    1. This is referring to the particular theory of learning RME. We are talking now about the phase 1 in the approach of Research Design. What means putting the problem in context while designing a learning intervention

  6. Putting the problem in context is to evolve a question about the learning process which is significant to the researchers, the teachers, the students and at the best for the community.

  7. Putting problems in context means that how chemical connects to the life of chemistry. The context here may or may not be a real world of the studen’s life. However, it has to make sense, meaningful, and purpose for the students.

  8. Putting a problem in context requires interpreting the problem on the basis of its own context. In other words, each problem depends on its contextual situation which is conceptualized by different perspectives.

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