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<p>The study <i>doing </i>AGENCY uses the example of open experimentation to investigate how self-determination is negotiated between pupils and their teacher. Grounded theory methodology was chosen as a&#xa0;qualitative research approach. Hence it was possible to observe the interactions between pupils and their teacher during open experimentation, to analyse them in a&#xa0;contextualised manner and to interpret them sensitively regarding the negotiation processes between the pupils and the teacher. The data basis was formed by observation protocols of open experimentation situations, which were coded iteratively and, in several stages, according to the procedures of grounded theory methodology until a&#xa0;grounded theory could be developed using a&#xa0;‘saturated’ category system. A&#xa0;partial result of this grounded theory points to the massive influence of the teacher’s communication—and especially in the case of a&#xa0;strong discrepancy between the teacher’s verbalisations and non-verbalisations—on the students’ experimental actions. In particular, the teacher’s non-verbal communication has a&#xa0;clear effect on the students’ actions, possibly even “against the words”.</p>

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  • 发表日期：

    2025年5月7日

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  • Pascal Kihm,
  • Markus Peschel

摘要

The study doing AGENCY uses the example of open experimentation to investigate how self-determination is negotiated between pupils and their teacher. Grounded theory methodology was chosen as a qualitative research approach. Hence it was possible to observe the interactions between pupils and their teacher during open experimentation, to analyse them in a contextualised manner and to interpret them sensitively regarding the negotiation processes between the pupils and the teacher. The data basis was formed by observation protocols of open experimentation situations, which were coded iteratively and, in several stages, according to the procedures of grounded theory methodology until a grounded theory could be developed using a ‘saturated’ category system. A partial result of this grounded theory points to the massive influence of the teacher’s communication—and especially in the case of a strong discrepancy between the teacher’s verbalisations and non-verbalisations—on the students’ experimental actions. In particular, the teacher’s non-verbal communication has a clear effect on the students’ actions, possibly even “against the words”.