Resumen de The fish bowl: reflexivity of think-aloud processesfor faculty and curriculum development
N. Simper, K. Kolomitro, Luc A. Léger
The perspectives from three studies in higher education present evidence for the use of think-aloudprotocols as stimulus for reflective practice and curriculum development. The think-aloud method consistsof asking people to think aloud while solving a problem and analysing the resulting verbal protocols(Someren, Barnard, & Sandberg, 1994). The method is used to gain a better understanding of informationprocessing, problem-solving, and decision-making practices (Young, 2009). The three projectshad different outcomes, but similar goals in that they are all aiming to unravel underlying qualities, approaches,and thought processes.The first study used episodic narrative with network maps to prompt instructors to think aloudabout their teaching networks, the second project elicited student reflections on cognitive processeswhile working through multiple-choice questions, and the third project used physical spaces to uncoverhow faculty think about adapting or designing curriculum activities. In these three studies, the thinkaloud protocol has helped shed light on the important concepts, troublesome knowledge, or overlookedoutcomes in developing curricula. At the same time, the think aloud approach has prompted deepthinking and reflective dialogue about assessment, enabled insight into students’ problem-solving procedures,and ultimately helped us offer better support student learning.
