Refocusing the Lens on Development: Towards Genetic Research Methodology

Qualitative Research Methodology in the Exploration of Patients' Perceptions of Participating in a Genetic Research Program

Ophthalmic Genetics ◽

10.1080/13816810701356627 ◽

2007 ◽

Vol 28 (3) ◽

pp. 143-149 ◽

Cited By ~ 7

Author(s):

Frieda Basson ◽

Merle Joyce Futter ◽

Jacquie Greenberg

Keyword(s):

Qualitative Research ◽

Research Program ◽

Research Methodology ◽

Genetic Research ◽

Qualitative Research Methodology

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Genetic Research Methodology Meets Early Childhood Science Education Research: A Cultural-Historical Study of Child’s Scientific Thinking Development

Cultural-Historical Psychology ◽

10.17759/chp.2016120319 ◽

2016 ◽

Vol 12 (3) ◽

pp. 310-330 ◽

Cited By ~ 2

Author(s):

G. Fragkiadaki ◽

K. Ravanis

Keyword(s):

Early Childhood ◽

Science Education ◽

Research Methodology ◽

Genetic Research ◽

Social Situation ◽

Historical Study ◽

Scientific Thinking ◽

Wide Range ◽

Historical Theory

The study reported in this paper aims to structure a cultural-historical understanding on how early childhood children experience science and how they develop scientific thinking as they interact with the social, cultural and material world. Moving beyond the cognitive dimensions of learning by interrelating different aspects of the process of children’s scientific thinking development constitutes a research prior- ity for the study. From a wide range of collected data, in the present article one qualitative empirical case study is presented. The detailed single example that is analyzed refers to a kindergarten female student, aged 5.2 years old, from an urban area of Greece. A developmental research methodology as specified from the requirements of cultural-historical theory framework is used. Following four of the main principles of the experimental genetic method, this study creates a fecund ground for a cultural-historical exploration and interpretation of the very processes of the child’s development. The collection of the data was achieved through expanded, open-type conversations conducted at three concrete phases between the case study child, two of her peers and the educator. Drawing upon the system of theoretical concepts of cultural- historical theory the analysis is mainly based on the concept of perezhivanie as analytical tool as well as the concept of the developmental trajectories. The concept of the conceptualization of a precursor model as a theoretical tool that derives from the field of Science Education is also used. The analysis gives insights into how a certain social situation between children and educators in kindergarten settings becomes the unique social situation of a child’s development. Using as a base the dialectic perspective that Vygotsky posed in the analysis of human psyche, the study in this paper offers a creative insight in order to elaborate on a broad and dynamic understanding of the child’s development instead of an individualistic and static in- terpretation on her cognitive evolution. This cultural-historical reading is essential in capturing the child’s thinking in all its complexity as well as the uniqueness of the child. Summarizing the above, in this paper, new directions are laid for a more fruitful and dynamic support of young children’s learning and development in science through cultural- based educational practices and settings in kindergarten.

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Behavioral Genetics: Concepts for Research and Practice in Language Development and Disorders

Journal of Speech Language and Hearing Research ◽

10.1044/jshr.3805.1126 ◽

1995 ◽

Vol 38 (5) ◽

pp. 1126-1142 ◽

Cited By ~ 14

Author(s):

Jeffrey W. Gilger

Keyword(s):

Language Development ◽

Behavioral Genetics ◽

State Of The Art ◽

Genetic Research ◽

Great Promise ◽

Behavioral Genetic ◽

Fine Grained ◽

Future Goals ◽

Current State ◽

Research Designs

This paper is an introduction to behavioral genetics for researchers and practioners in language development and disorders. The specific aims are to illustrate some essential concepts and to show how behavioral genetic research can be applied to the language sciences. Past genetic research on language-related traits has tended to focus on simple etiology (i.e., the heritability or familiality of language skills). The current state of the art, however, suggests that great promise lies in addressing more complex questions through behavioral genetic paradigms. In terms of future goals it is suggested that: (a) more behavioral genetic work of all types should be done—including replications and expansions of preliminary studies already in print; (b) work should focus on fine-grained, theory-based phenotypes with research designs that can address complex questions in language development; and (c) work in this area should utilize a variety of samples and methods (e.g., twin and family samples, heritability and segregation analyses, linkage and association tests, etc.).

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