Today’s main challenge in my research:
My research is a double sided coin. On the one side, there is “change, ” and on the other, there is “understand.” I wish to change practice, through a pedagogical design, to improve students opportunities to transform situated knowledge from a teachers education to school practice. At the same time, I’m trying to understand the very process of transformation of knowledge, to be able to generate design principles, which inform the design to support this process better.
Since we do not really have a complete understanding of how learning takes place ( hereby I mean transfer or transformation) creating solid designs that can be tested or provide a frame to understand learning seems almost impossible. How can you design for transformation and at the same time design to investigate the very same phenomena to understand it more fully.
Kurt Lewin is often cited for saying:
“If you want truly to understand something, try to change it”
Cobb & Gravemeijer (2013) extends it by saying:
“if you want to change something, you have to understand it, and if you want to understand something, you have to change it”
I’m not sure that it is that easy applicable when it comes to designs for transformation. Nevertheless, it provides a huge challenge for me to provide evidence on…