Abstract
Most applications of think-aloud protocols have been conducted from theoretical perspectives that prioritize knowledge that is predictable and controlled by the researchers. In this article, we present an augmented form of the think-aloud method in which we aim to gain situated and participant-generated knowledge. The context for our study is examination of the problem-solving processes used by engineering students. We illustrate how our adaptation of traditional think-aloud protocols provides insights into participants' thoughts and beliefs and how such think-alouds can increase social scientists' understandings of complex phenomena such as learning or problem solving. In contrast to a typical focus on researcher-defined processes or an analysis of the products generated by students, our approach to think-aloud utilizes think-aloud procedures in combination with follow-up interviews to expand participants' perspectives and investigate their experiences more deeply.
Original language | English (US) |
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Pages (from-to) | 735-753 |
Number of pages | 19 |
Journal | Qualitative Research |
Volume | 13 |
Issue number | 6 |
DOIs | |
State | Published - Dec 2013 |
Externally published | Yes |
Keywords
- constructivism
- problem solving
- think-aloud methodology
ASJC Scopus subject areas
- Social Sciences (miscellaneous)
- History and Philosophy of Science