Abstract
The emphasis in classroom learning research has moved from process-product models to the mediating process paradigm. The stimulated-recall interview and thik aloud techniques are the two main processes that have been used in attempts to find out what goes on inside students' heads while they are learning. For example, this researcher has used the stimulated-recall interview technique to identify the workplace thinking of a marine science researcher, and the in-class thinking of a year eleven biology student. Such studies as these have produced findings with important implications for the classroom teacher in the role of action researcher. This paper describes how to conduct stimulated-recall interviews and discusses some classroom implications from the two studies.
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Specializations: secondary science teacher education, classroom thinking during instruction, direct teaching of thinking skills.
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O'Brien, J. Action research through stimulated recall. Research in Science Education 23, 214–221 (1993). https://doi.org/10.1007/BF02357063
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DOI: https://doi.org/10.1007/BF02357063