System Thinking insists that systems (of all kinds) must be analyzed as a whole in order to understand its emergent properties and the interrelatedness of its constituent parts (McDermott & O'Connor, 1997). Action Research is a research methodology that lay emphasis on researchers to work with practitioners rather than on them. The modern workplace requires systems thinking because it’s a complex whole that exhibits emergence and it is also in urgent need of expert guidance and knowledge that enables its inhabitants to become more productive and efficient. In the light of the bare minimum of options present for such possibilities, the author makes the case that action research can both teach and enable practitioners to incorporate systems thinking in their workplace. The paper gives a brief introduction to systems thinking and action research then makes the case for action research in the workplace and finally rounds off with strategies for conducting successfully action research.
Description of Phenomenology, the background and associated research methods. Rather easy to understand and helpful for putting research into practice.
"Online QDA is a set of training support materials which address common problems (both early and advanced) of using Qualitative Data Analysis (QDA) methods and selected Computer Assisted Qualitative Data AnalysiS (CAQDAS) packages"
K. Juuti, and J. Lavonen. NorDiNa, (2006)Construction of research based teaching sequences through Developmental research (Linsje, 1995), Educational reconstruction (Duit, Komorek & Wilbers, 1997), or Ingenierie Didactique (Artigue, 1994), can be considered very similar with design-based research. On the one hand, these approaches take into careful consideration students’ previous knowledge and emphasise basic scientific concepts and how they are related to the teaching sequence (Méhuet, 2004) and on another hand they aim to design the artefacts. For example, Andersson and Bach (2005) produced a teacher guide as an artefact describing the research-based sequence for teaching geometrical optics. However, these approaches focus on research-based design and the adoption of the innovations needs, for example, teachers’ in-service training.
(p 56).