Models of Action Research - Essay Example

Models of Action Research Introduction Action research has been incorporated into the process of research as it plays a pivotal rolein changing practices, social structures, and social media that maintains irrationality, injustice and unsatisfying forms of existence. Action research is thereby a process where the participants who include teachers and students systematically examine their own practice using research techniques that aims to inform or improve their practices in the future (Mckernan, 1986). In particular, it provides teachers and students with basic incentives that enable them to examine their activities and conduct effective research studies purposely to improve learning experiences. The steps in action research are sequential in nature. One first identifies a problem, gathers data, interprets the data, action based on the data, reflects, and plans on the data after which he or she writes, shares or publicizes the obtained information. Teachers, students alongside co-researchers who are prepared to challenge the status quo usually conduct this systematic process. Therefore, action research is an important tool and parcel that enlightens the teachers in diverse education settings on ways of improving operations at their educational centers, how they ought to teach, and ways with which the students can learn and gain information with ease. Furthermore, action research seeks to bring together action and reflection, theory and practice, in participatory with others in the pursuit of practical solutions to issues of pressing concern to people and more generally to the flourishing of individual persons in their communities. This paper gives a summary of scientific and action research theory that is great significance to researchers including students. The scientific-technical view of problem solving In summary, the scientific-technical view of problem solving is one of the most vital teaching strategies that employ the scientific and action research methods in searching for information. In simpler terms, various individuals including teachers have conceptualized problem solving as a systematic approach of defining the problem and creating a vast number of possible scientific or technological solutions without judging them. This primarily involves the students and hones their skills as it enables them to become active participants in the learning process. Five basic steps need to be followed in order to come up with a myriad of stellar scientific solutions to the depicted problems as required under action research. The technique enables students to be taught and trained to be sensitive to any puzzling or extremely difficult situations that need to be solved. This involves sensing and defining the problem, formulating hypothesis, testing the likely hypothesis, analyzing, interpretation, and evaluation of evidence that is lastly followed with the process of formulating conclusions. Lewin and his group of researchers formulated this category of action research to enhance problem conceptualization, planning, and evaluation of action plans by teachers and students in learning institutions including other research centers. This has been termed as Lewin’s model of the action research process that involves a series of spiraling decisions, taken from the basis of repeated cycles of analysis, reconnaissance, problem re-conceptualization, planning, implementation of social action and evaluation concerning the effectiveness of the action. Lewin employed this model since it was a social process that could be studied by introducing changes and observing scientific effects of these changes on it. It is with this profound reason that this type of research has been described as collaboration between the expert researcher who provides the technical research expertise and the practitioners whose focus is on the improvement of practice (Mckernan, 1996). The imperativeness of the methodology From the facts presented about scientific and technical view of problem solving, it is clear that the methodology is of great significance. Many researchers and academicians including students cite its relevance in fostering superior formulation of solutions to diverse problems in a learning environment. In particular, the technique enable researchers to identify problems, interpret them, evaluate their execution requirements, and plan effectively to ensure the realization of quality results. This is imperative since the realization of pertinent and credible information that can aid superior decision-making requires utmost accuracy in solving the eminent problems (Hart and Bond, 1995). No one can claim quality results in a research process without adopting quality scientific and action research techniques. The scientific process enables one to compare key variables in a study and use relevant interval levels to measure the outcome. The outcome in scientific driven studies comes out to be factual and credible since they are based on structured experiments backed with relevant actions. Therefore, scientific studies save time, aid factual comprehension of answers to the emerging issues and advance accountability. The use of scientific approaches and actions also enhance validity of the outcomes generated by the researchers. Subsequently, the research technique enables both students and teachers or lectures to develop effective structures and levels through which solutions to a problem undergoes (Grundy, 1982). In particular, it enables them to plan on what is needed for a project or a problem whether technical od scientific in nature is executed with utmost accuracy. For example, in conducting or tackling a mathematical problem, scientific study method can be used to provide the framework or formula of its execution while actin plan is to give the real process through which the calculation process is to undergo. The technique also enables students to be acquainted with how they plan themselves, how to establish the tools a problem needs for effective solution generation and the level of action needed. The researchers hold that application of scientific and action research methodologies in executing studies of diverse nature are the most viable decision that is appropriate in the current environment. Conclusion It is imperative to conclude that action research is thereby a disciplined inquiry done by a researcher with the intent that the research will inform and change his or her practices in the coming future. This aspect is apparent since it seeks to bring together action and reflection, theory and practice, in participatory with others in the pursuit of practical solutions to issues of pressing concern to people and more generally to the flourishing of individual persons in their communities. The concept has widely been used in learning institutions and research institutions to foster understanding of the emerging issues and effective execution of research on the issues. Therefore, action research is an important tool and parcel that enlightens the teachers in diverse education settings on ways of improving operations at their educational centers, how they ought to teach, and ways with which the students can learn and gain information with ease. References Grundy, S. (1982) ‘Three modes of action research,’ Curriculum perspectives. 2(3), 23- 34. Hart, E., & Bond, M. (1995). Action research for health and social care: A guide to practice. Buckingham: Open University Press. McKernan, J. (1996). Curriculum action research: A handbook of methods and resources for the reflective practitioner. London: Kogan Page. Read More