Developing Students' Theoretical Sense Using Grounded Theory Approach in Teaching

By:
Dr. Faye Marsha Camahalan
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If teaching is always tied up to the positivist way of making students learn, then students would have limited learning opportunities to discover how to use theories in understanding facts of life. Thus, this paper advocates a teaching-learning approach that is patterned from the process of grounded theory research.

The presenter, in her graduate course in Child Development designed a series of learning opportunities where students: 1. shared each others' childhood life events; 2. analyzed each life event by identifying its aspects/dimensions, its consequences and its relationships with other life events; 3. discussed what contexts do those life events represent; 4. developed an interpretation of each event using past and present experiences, background knowledge, child development theories and the social context; and 5. evaluate their own learning experiences based on the grounded theory approach.

Results of Meaningful Learning: Students learned that there are incidents that cause or bring about certain childhood events. Results of class interactions pointed to causal or antecedent conditions described by terms such as: when, while, since, because, due to, on account of. Thus, students discovered the theoretical sense of cultural/historical events, significant adults, socioeconomic status, age, physical disability, family structure, and religion that facilitate or constrain childhood/human development.

Results of Teaching Effectiveness: The grounded theory approach in teaching resulted to a synergistic classroom interaction of students arguing with the relationship of facts and theories of child development. Also, the teaching was driven by students' own experiences which created a thoughtful impact on the final shaping of their theoretical sense. (note: Examples of web-based students' work will be presented to the audience.)


Keywords: Grounded Theory Approach in Teaching, Students' Theoretical Sense
Stream: Curriculum and Pedagogy
Presentation Type: Virtual Presentation in English
Paper: A paper has not yet been submitted.


Dr. Faye Marsha Camahalan

Asst. Professor of Educational Psychology, Graduate Studies, School of Education, Indiana University Southeast
USA


Ref: L05P0943