Kim, Chae-Young
(2017).
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| DOI (Digital Object Identifier) Link: | https://doi.org/10.1177/0907568216643146 |
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| Google Scholar: | Look up in Google Scholar |
Abstract
Ambiguities and tensions can arise when children are facilitated to act as ‘primary researchers’ concerning whether this is primarily to support their ‘participation’ in knowledge production and, with the knowledge produced, in relevant decision-making processes or whether it is mainly for any educational benefits. This article considers these ambiguities and tensions theoretically and by using evidence from a study where English primary school children were supported to conduct their own research projects. It concludes that, while the boundaries between children’s research as participation and pedagogy can be ambiguous, it should not be promoted for its potential educational benefits alone.
| Item Type: | Journal Item |
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| Copyright Holders: | 2016 The Author |
| ISSN: | 1461-7013 |
| Keywords: | children as researchers; inquiry-based learning; participation; practical research; primary school children |
| Academic Unit/School: | Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport Faculty of Wellbeing, Education and Language Studies (WELS) |
| Interdisciplinary Research Centre: | Childhood Studies |
| Item ID: | 46120 |
| Depositing User: | Chae-Young Kim |
| Date Deposited: | 20 Apr 2016 10:02 |
| Last Modified: | 11 Apr 2017 11:54 |
| URI: | http://oro.open.ac.uk/id/eprint/46120 |
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