Malleable factors in teaching: why and how to address them from a constructivist perspective

A. Qvortrup*, E. Lykkegaard

*Corresponding author for this work

Research output: Contribution to journalJournal articleResearchpeer-review

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Abstract

In this conceptual article, we propose a new approach to investigating changeable factors in teaching. Using a constructivist approach as a conceptual framework, we argue for investigating changeable factors recognizing their malleability and suggest studying teaching as a set of natural experiments. Methodologically, we propose an abductive research approach that moves among four constructs: perceptions, notions, conceptions, and theories. Our proposed research approach is illustrated with a case from a recent empirical study that examines playful learning environments.

Original languageEnglish
JournalScandinavian Journal of Educational Research
Volume68
Issue number3
Pages (from-to)355-370
ISSN0031-3831
DOIs
Publication statusPublished - 2024

Keywords

  • abductive approach
  • Changeable factors
  • constructivism
  • malleable factors
  • playful learning
  • quantitative methods

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