Question asking and the common good: A hermeneutic investigation of student questioning in moral configurations of classroom practice

• Susan P. Gong ^[1] ; Stephen C.Yanchar ^[1]
  1. [1] Brigham Young University

     Brigham Young University

     Estados Unidos

     
• Localización: Qualitative Research in Education, ISSN-e 2014-6418, Vol. 8, Nº. 3, 2019, págs. 248-275
• Idioma: inglés
• DOI: 10.17583/qre.2019.3947
• Títulos paralelos:
  • Formulación de preguntas y el bien común: Una investigación hermenéutica sobre interrogantes de estudiantes basada en las configuraciones morales de las prácticas del aula
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Este estudio cualitativo (basado en un marco interpretativo hermenéutico moralista-realista (Yanchar & Slife, 2017))exploró el despliegue en la formulación de preguntas en la práctica diaria de un estudiante en un curso de postgrado en el pensamiento basado en diseños. Los resultados son presentados en cuatro dicotomías claves que surgieron dentro del complicado entorno del aula que fue estudiado: “la superposición de la teoría y la práctica,” “la convergencia y la divergencia,” “la participación y la reticencia,” y “el dar y tomar.” En general, estas dicotomías tematizadas señalan una interacción dinámica entre la libertad de elección del estudiante y el bien común de la clase. Estos resultados tienen implicaciones significativas para entender experiencias de formulación de preguntas de los estudiantes y el estudio de interacciones dentro de la clase.

  • English

    This qualitative study(based on a hermeneutic moral-realist interpretive frame (Yanchar & Slife, 2017)) explored question asking as it unfolded in the everyday practice of being a student in a graduate course on design thinking (with an emphasis on design in education). Findings are presented as four key tensions that occurred within the complex classroom setting under investigation: “theory and overlapping practices,” “convergence and divergence,” “participation and reticence,” and “give and take.” Overall, these thematized tensions point to a dynamic interplay between student agency and the common good of the class. These findings have significant implications for understanding student questioning experiences and the study of classroom interactions.

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