Applying phenomenography in textbook research

Applying phenomenography in textbook research

• Lam, Ho Cheong The Education University of Hong Kong

Educational Research for Policy and Practice, 2024

Springer

2024

• T 教育研究
  • TA 研究工具及研究法

Chinese Word Learning Exercise Design Phenomenography Qualitative Study Research Method Textbook Research

• Hong Kong

• 1997.7 onwards

• 學前教育
• 小學教育

Education research for practice is in need of textbook studies, especially those having well-defined theoretical framework. This paper is an attempt to apply phenomenography in textbook research. It begins with a review of four existing types of textbook studies found in the literature. Next, the main features of phenomenography (qualitative difference, inductive approach, non-dualistic nature, and enacted object of learning) are discussed conceptually in comparison with the research approaches adopted in the existing textbook studies. Then, for more concrete illustration, we deliberate on our own phenomenographic study that investigated the qualitatively different ways of seeing Chinese word learning as reflected in Hong Kong textbooks. In this study, six learning packages at Kindergarten 3 level and six Chinese Language textbook sets at Primary 1 level were examined. Chinese word learning was found to be seen as: (A) getting by without understanding the words, (B) understanding the words, (C) categorizing the words, and (D) using one’s own words. Finally, the paper is concluded with a discussion of its contribution to improving textbook research with the theoretical framework of phenomenography as well as enhancing phenomenography with the use of textbook data. Copyright © 2024 The Author(s), under exclusive licence to Springer Nature Singapore Pte Ltd.

• 英文

期刊論文

• 15702081

• 10.1007/s10671-024-09371-w

https://bibliography.lib.eduhk.hk/tc/bibs/b267af6a

2024-12-06