Reframing Photovoice to Boost Its Potential for Learning Research

Dados Bibliográficos

ID2410575
AutoresLucian Ciolan (0000-0002-0071-9950), Loredana Manasia (0000-0002-1628-8171)
Ano2017
Volume16
Fascículo1
Páginas160940691770290
Data de publicação2017-12-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoInternational Journal of Qualitative Methods (JOURNAL)
Identificadores do periódicoISSN: 1609-4069 • E-ISSN: 1609-4069
EditoraSAGE Publications Inc (PUBLISHER)
DOI10.1177/1609406917702909
OpenAlexW2607271409
IdiomaEN
Citações recebidas18
Referências citadas66

Visual methods are not new within education research field, but they are certainly an innovative approach, especially in higher education where students' voice is understood as a central need. In this positional article, the authors intend to accomplish two key objectives. First, the article aims to emphasize that visual method, especially photovoice, can be enriching for studying the ways students engage in learning activities and support authentic conversations about how learning takes place and what students are thinking about this process (metacognition). The second objective is to set theoretical and methodological grounds to apply visually based methods such as photovoice and bubble dialogue in education research, particularly in learning research area. The considerations regarding specific methodological aspects are based on the discussion of a study conducted by using photovoice methodology. The authors suggest that participatory analysis and particularly interpretative phenomenological analysis are appropriate to complete the process of data analysis. The article, therefore, contributes to expanding knowledge about specific visual methods and set the ground for methodological innovation in learning research

Cognitive reframing · Economic growth · Economics · Photovoice · Educational Environments and Student Outcomes · Global Educational Policies and Reforms · Participatory Visual Research Methods · Psychology · Social Psychology