Using DAST-C and Phenomenography as a Tool for Evaluating Children’s Experience

Nasser Koleini Mamaghani¹, Sara Mostowfi^2, and Mehdi khorram²

¹Industrial Design Department, School of Architecture and Environmental Design, Iran University of Science and Technology, Tehran, Iran

²Industrial Design Group, Iran University of Science and Technology, Tehran, Iran

Cite this paper:
Nasser Koleini Mamaghani, Sara Mostowfi and Mehdi khorram. Using DAST-C and Phenomenography as a Tool for Evaluating Children’s Experience. American Journal of Educational Research. 2015; 3(11):1337-1345. doi: 10.12691/education-3-11-1

Abstract

Theoretical framework, in educational research, guides the qualitative research process which is selected based on the researchers’ goals, purpose, or focus of investigation (Ornek, 2008). In the process of teaching, two important questions arise. The first is how much fact and information students should learn. The second is in what way and in what textual form they should be presented. Phenomenography is the empirical study of the qualitatively different ways in which aspects of the world are experienced. That is, it involves mapping phenomena, or the relations between persons and aspects of their world, in this paper first we use phenomenography for understanding children’s experience about environmental protection then we design a game board based on our findings and evaluate children’s understanding. We use different number of preschool and primary school children (30-50) in each part of study, finally findings were analyzing, which show that game board in terms of educational tool can be used in educational process. Because of children involvement and collaboration and its effect on children.

Keywords:
phenomenography qualitative research teaching-learning context game board evaluation participatory design

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