Using Cognitive Ethnography to Study Instruction
نویسنده
چکیده
Advances in digital media support a form of inquiry called cognitive ethnography. Cognitive ethnography employs traditional ethnographic methods to build knowledge of a community of practice and then applies this knowledge to the micro-level analysis of specific episodes of activity. The principal aim of cognitive ethnography is to reveal how cognitive activities are accomplished in real-world settings. Cognitive ethnography is a particularly apt method for studying instruction in both formal and informal settings. This paper discusses the practicalities of doing cognitive ethnographic research, including such issues as deciding what to record, selecting data for analysis, re-representing data, and analyzing data. Illustrative examples are provided from a recent cognitive ethnographic study of time-telling instruction.
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