La observación participante como método de recolección de datos

Beobachtung, und insbesondere teilnehmende Beobachtung, kommt in vielen Disziplinen zum Einsatz, um Daten über Personen, Prozesse oder Kulturen im Rahmen qualitativer Forschungsprojekte zu erheben. In diesem Beitrag werden unterschiedliche Definitionen teilnehmender Beobachtung zusammengestellt und deren Geschichte und Ziele sowie die Rolle des Beobachters, d.h. das Wann, Was, und Wie von Beobachtung, skizziert. Anschließend folgen Anmerkungen zum Umgang mit und Schreiben von Feldnotizen, um dann einige Übungen für die Lehre von Beobachtungstechniken vorzustellen. URN: urn:nbn:de:0114-fqs0502430Observation, particularly participant observation, has been used in a variety of disciplines as a tool for collecting data about people, processes, and cultures in qualitative research. This paper provides a look at various definitions of participant observation, the history of its use, the purposes for which it is used, the stances of the observer, and when, what, and how to observe. Information on keeping field notes and writing them up is also discussed, along with some exercises for teaching observation techniques to researchers-in-training. URN: urn:nbn:de:0114-fqs0502430La observación, especialmente la observación participante, ha sido utilizada en varias disciplinas como instrumento en la investigación cualitativa para recoger datos sobre la gente, los procesos y las culturas. Este artículo proporciona una revisión de varias definiciones de la observación participante, la historia de su empleo, los objetivos para los cuales se ha usado, las posturas del observador, y cuándo, qué y cómo observar. Se discute asimismo la información para tomar y escribir notas de campo, con algunos ejercicios para enseñar técnicas de observación a investigadores en formación. URN: urn:nbn:de:0114-fqs050243

Evaluation of a Diabetes Prevention Program for Rural Citizens

Background: Georgia has one of the highest rates of diabetes in the US. Obesity and inactivity contribute to the onset of this disease. Tanner Health System addressed the obesity epidemic in three rural counties of Georgia through a 16-week diabetes prevention program (DPP) for 176 residents. This study evaluated the effectiveness of the DPP. Methods: The multiple methods design of this project used pre- and post-surveys from January/February, 2014, classes to determine diabetes-related lifestyle factors, 11 mid-point telephone interviews, and focus groups with 17 members to identify lifestyle changes that were implemented. Additionally, initial and final measurements of body mass index (BMI), number of sessions attended, and average number of minutes of physical activity (PA) were obtained for 175 participants in classes held in January/February and June/August, 2014. Results: A paired samples t-test showed statistically significant decreases in BMI from initial to final weigh-ins: t(175)=-7.82, p \u3c0.001. Regression analyses revealed that the number of sessions attended was a statistically significant predictor of BMI loss (p \u3c0.001), explaining 13.5% of the variance. PA was also a significant predictor of BMI differences (p\u3c0.05), accounting for approximately 5% of the variation. Pearson product moment correlation coefficients indicated that BMI decreased as the number of sessions increases (r=-.0367, p \u3c0.001) and as the number of minutes of PA increases (r=-.228, p \u3c.05). After completing the DPP, participants had lower blood glucose levels and were able to lower dosages of medicines. They also had decreased blood pressure and blood cholesterol. Conclusions: Participation in the DPP reduced risk factors associated with the onset of diabetes through weight loss, healthy eating, and increased exercise. Course content and participation encouraged accountability of participants

Design Opportunities for AAC and Children with Severe Speech and Physical Impairments

Augmentative and alternative communication (AAC) technologies can support children with severe speech and physical impairments (SSPI) to express themselves. Yet, these seemingly 'enabling' technologies are often abandoned by this target group, suggesting a need to understand how they are used in communication. Little research has considered the interaction between people, interaction design and the material dimension of AAC. To address this, we report on a qualitative video study that examines the situated communication of five children using AAC in a special school. Our findings offer a new perspective on reconceptualising AAC design and use revealing four areas for future design: (1) incorporating an embodied view of communication, (2) designing to emphasise children's competence and agency, (3) regulating the presence, prominence and value of AAC, and (4) supporting a wider range of communicative functions that help address children's needs

Participant Observation as a Data Collection Method

Beobachtung, und insbesondere teilnehmende Beobachtung, kommt in vielen Disziplinen zum Einsatz, um Daten über Personen, Prozesse oder Kulturen im Rahmen qualitativer Forschungsprojekte zu erheben. In diesem Beitrag werden unterschiedliche Definitionen teilnehmender Beobachtung zusammengestellt und deren Geschichte und Ziele sowie die Rolle des Beobachters, d.h. das Wann, Was, und Wie von Beobachtung, skizziert. Anschließend folgen Anmerkungen zum Umgang mit und Schreiben von Feldnotizen, um dann einige Übungen für die Lehre von Beobachtungstechniken vorzustellen.Observation, particularly participant observation, has been used in a variety of disciplines as a tool for collecting data about people, processes, and cultures in qualitative research. This paper provides a look at various definitions of participant observation, the history of its use, the purposes for which it is used, the stances of the observer, and when, what, and how to observe. Information on keeping field notes and writing them up is also discussed, along with some exercises for teaching observation techniques to researchers-in-training.La observación, especialmente la observación participante, ha sido utilizada en varias disciplinas como instrumento en la investigación cualitativa para recoger datos sobre la gente, los procesos y las culturas. Este artículo proporciona una revisión de varias definiciones de la observación participante, la historia de su empleo, los objetivos para los cuales se ha usado, las posturas del observador, y cuándo, qué y cómo observar. Se discute asimismo la información para tomar y escribir notas de campo, con algunos ejercicios para enseñar técnicas de observación a investigadores en formación

Participant Observation as a Data Collection Method

Observation, particularly participant observation, has been used in a variety of disciplines as a tool for collecting data about people, processes, and cultures in qualitative research. This paper provides a look at various definitions of participant observation, the history of its use, the purposes for which it is used, the stances of the observer, and when, what, and how to observe. Information on keeping field notes and writing them up is also discussed, along with some exercises for teaching observation techniques to researchers-in-training. URN: urn:nbn:de:0114-fqs050243

How can social robots spark collaboration and engagement among people with intellectual disability?

Social robots have been successfully used in previous research to develop social behaviours among participants with Autism Spectrum Disorder (ASD). Technology has often been found to be a contributing factor to heightened engagement in learning activities, including for people with intellectual disability. This research proposes to build on these two opportunities by exploring the potential of social robots to elicit social interaction, cooperation and engagement among groups of adults with intellectual disability. The study presented here involved observation, semi structured interviews and video analysis of six participants with intellectual disability interacting with a social robot in a series of five weekly workshops. The robot used for this study was Cozmo</p

The state of the art of teaching research methods in the social sciences: towards a pedagogical culture

No formal pedagogical culture for research methods in the social sciences seems to exist and, as part of the authors' endeavour to establish such a culture, this article reviews current literature about teaching research methods and identifies the gaps in the research. Articles in academic journals spanning a 10-year period were collected by searching academic catalogues and compiling a database of 195 articles published in 61 journals. These articles were reviewed and are discussed according to seven themes. Three specific gaps in research are identified that indicate some new agendas for research on teaching research methods in the social sciences. The implications for developing a pedagogical culture for research methods from the current literature reviewed are discussed