Contoh-contoh rajah model kajian tindakan

Terdapat banyak contoh rajah model kajian tindakan. Jika diteliti setiap model tersebut, dua perkara utama dalam melakukan kajian tindakan adalah ' action ' dan ' reflection' iaitu tindakan yang dilakukan kemudian refleksi terhadapnya bagi memperbaiki teori sedia ada. Rajah-rajah tersebut dapat dilihat dengan melayari web di bawah:

http://ultibase.rmit.edu.au/Articles/nov03/images/fisher.jpg

http://www.referenceforbusiness.com/encyclopedia/images/eob_0001_0002_0_img0153.jpg

http://www.flickr.com/photos/margoconnell/48928933/

http://informationr.net/tdw/publ/papers/action3.gif

http://www2.fhs.usyd.edu.au/arow/arer/images/020-08.jpg

http://www2.fhs.usyd.edu.au/arow/arer/images/020-07.jpg

http://www2.fhs.usyd.edu.au/arow/arer/images/020-01.jpg

http://www.joe.org/joe/2005april/images/a4-fig1.gif

Model-model Kajian tindakan

Model-model ini adalah merujuk kepada teori-teori yang dikemukakan sebelum ini. Untuk mendapatkan maklumat selanjutnya, layari laman web berikut:
1) Chris Argyris's Action Science
http://www.infed.org/thinkers/argyris.htm

2) John Heron and Peter Reason's Cooperative Inquiry
http://en.wikipedia.org/Cooperative_Inquiry#searchInput#searchInput

3) Paulo Freire's Participatory Action Research (PAR)
http://findarticles.com/p/articles/mi_qa3658/is_/ai_n8805996

4) William Torbert’s Developmental Action Inquiry
http://www.siliconyogi.com/andreas/conversations/billtorbert/WilliamR.Torbert.html

5) Jack Whitehead's and Jean McNiff's Living Theory approach
http://people.bath.ac.uk/edsajw/writings/livtheory.html

Major Theories of Action Research

1) Chris Argyris's Action Science
Main article: Action Science
Chris Argyris’ Action Science begins with the study of how human beings design their actions in difficult situations. Human actions are designed to achieve intended consequences and governed by a set of environment variables. How those governing variables are treated in designing actions are the key differences between single loop learning and double loop learning. When actions are designed to achieve the intended consequences and to suppress conflict about the governing variables, a single loop learning cycle usually ensues. On the other hand, when actions are taken, not only to achieve the intended consequences, but also to openly inquire about conflict and to possibly transform the governing variables, both single loop and double loop learning cycles usually ensue. (Argyris applies single loop and double loop learning concepts not only to personal behaviors but also to organizational behaviors in his models.)

2) John Heron and Peter Reason's Cooperative Inquiry
Main article: Cooperative Inquiry
Cooperative inquiry, also known as collaborative inquiry was first proposed by John Heron in 1971 and later expanded with Peter Reason. The major idea of cooperative inquiry is to “research ‘with’ rather than ‘on’ people.” It emphasizes that all active participants are fully involved in research decisions as co-researchers. Cooperative inquiry creates a research cycle among four different types of knowledge: propositional knowing (as in contemporary science), practical knowing (the knowledge that comes with actually doing what you propose), experiential knowing (the feedback we get in real time about our interaction with the larger world) and presentational knowing (the artistic rehearsal process through which we craft new practices). The research process iterates these four stages at each cycle with deepening experience and knowledge of the initial proposition, or of new propositions, at every cycle.

3) Paulo Freire's Participatory Action Research (PAR)
Main article: Participatory action research
Participatory action research has emerged in recent years as a significant methodology for intervention, development and change within communities and groups. It is now promoted and implemented by many international development agencies and university programs, as well as countless local community organizations around the world. PAR builds on the critical pedagogy put forward by Paulo Freire as a response to the traditional formal models of education where the “teacher” stands at the front and “imparts” information to the “students” that are passive recipients. This was further developed in "adult education" models throughout Latin America.

4) William Torbert’s Developmental Action Inquiry
The Developmental Action Inquiry is a “way of simultaneously conducting action and inquiry as a disciplined leadership practice that increases the wider effectiveness of our actions. Such action helps individuals, teams, organizations become more capable of self-transformation and thus more creative, more aware, more just and more sustainable” (Torbert, 2004). Action Inquiry challenges our attention to span four different territories of experience (at the personal, group, or organizational scales) in the midst of actions. This practice promotes timeliness – learning with moment to moment intentional awareness – among individuals and with regard to the outside world of nature and human institutions. It studies the “pre-constituted internalized and externalized universe in the present, both as it resonates with and departs from the past, and as it resonates with and potentiates the future” (Torbert, 2001).

5) Jack Whitehead's and Jean McNiff's Living Theory approach
In the Living Theory approach of Whitehead (1989) and Whitehead and McNiff (2006) individuals generate explanations of their educational influences in their own learning, in the learning of others and in the learning of social formations. They generate the explanations from experiencing themselves as living contradictions in enquiries of the kind, 'How do I improve what I am doing?' They use action reflection cycles of expressing concerns, developing action plans, acting and gathering data, evaluating the influences of action, modifying concerns, ideas and action in the light of the evaluations. The explanations include life-affirming, energy-flowing values as explanatory principles. A living theory approach with the above qualities is distinguished from the living theories produced by practitioner-researchers because of the uniqueness of each living theory generated by individuals.

Sumber: http://en.wikipedia.org/wiki/Action_research

Action Research in brief....

Action research is a reflective process of progressive problem solving led by individuals working with others in teams or as part of a "community of practice" to improve the way they address issues and solve problems. Action research can also be undertaken by larger organizations or institutions, assisted or guided by professional researchers, with the aim of improving their strategies, practices, and knowledge of the environments within which they practice.
Kurt Lewin, then a professor at MIT, first coined the term “action research” in about 1944, and it appears in his 1946 paper “Action Research and Minority Problems”. In that paper, he described action research as “a comparative research on the conditions and effects of various forms of social action and research leading to social action” that uses “a spiral of steps, each of which is composed of a circle of planning, action, and fact-finding about the result of the action”.

Sumber: http://en.wikipedia.org/wiki/Action_research

Kajian Tindakan Dalam Pendidikan

Kajian tindakan merupakan salah satu daripada pendekatan dalam penyelidikan. Kaedah ini boleh dan seharusnya diaplikasikan oleh guru bagi tujuan penambahbaikan dan perkembangan profesional mereka khususnya dilakukan dalam bilik darjah.

Blog ini dibina untuk memenuhi keperluan kursus GB5023. Segala maklumat berkaitan kajian tindakan amnya dalam pendidikan khususnya akan dipaparkan di dalam blog ini. selain itu, bagi mewujudkan perkongsian ilmu dan maklumat dalam kalangan para pelajar DPLI 2007/2008.