Mr. Tompkins Explores the Atom Electrons in Action Science in Progress

Nature ◽  
1946 ◽  
Vol 158 (4001) ◽  
pp. 3-5 ◽  
Author(s):  
J. A. CROWTHER
Keyword(s):  
2013 ◽  
pp. xii-33 ◽  
Author(s):  
Arvid Herwig ◽  
Miriam Beisert ◽  
Wolfgang Prinz
Keyword(s):  

Author(s):  
Karen E. Watkins ◽  
Aliki Nicolaides ◽  
Victoria J. Marsick

The contemporary use of action research draws on the exploratory, inductive nature of many qualitative research approaches—no matter the type of data collected—because the type of research problems studied are complex, dynamic, and located in rapidly changing contexts. When action research is undertaken to support social and organizational change, support from stakeholders affected by the research problem is essential, creating further complexity. Action research may serve as an alternative to more traditional views of social science. In this chapter, the authors describe action research as envisioned by Kurt Lewin, its originator. They show how two variants of action research—action science and collaborative developmental action inquiry—advance insight into how action research can be used to develop personal capability to address system changes that action research seeks to unveil. They conclude with reflections on criteria for rigor and relevance in action research in today's post-modern, complex world.


Author(s):  
Jill Ehrenreich-May ◽  
Sarah M. Kennedy ◽  
Jamie A. Sherman ◽  
Emily L. Bilek ◽  
Brian A. Buzzella ◽  
...  

Chapter 13 teaches children the skill of “acting opposite” to what their emotion may be telling them to do, and then applying this skill in a “science experiment” focused on sadness. Sadness is the primary focus of this session because children can often relate to the experience of feeling bored or sad at some point, and it is relatively easy for them to see how changing their behavior changes this emotion. This session also helps set the stage for situational emotion exposures. The parent session introduces the concept of using science experiments to see what happens when we take different “opposite” actions from those that have been maladaptive during emotional states. Parents learn how to support their children as they begin to engage in a series of opposite action science experiments for sadness and withdrawal.


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