Lichty Lauren F
Department of Psychology, Portland State University, Portland, Oregon, USA.
J Prev Interv Community. 2013;41(2):89-96. doi: 10.1080/10852352.2013.757984.
Constructivist perspectives contend that individuals actively extract and make meaning from the world around them. In the classroom this means that students are not passive recipients or repositories for our theories and empirical findings; instead, they actively redefine and relate to (or not) the concepts presented. To simultaneously stimulate and build on this process, I adopted Photovoice as a pedagogical tool to situate students as observers of their own community and create space for them to engage in participatory, community-focused meaning making activities. By employing strategically crafted framing questions, students generated Photovoice data that served as a powerful jumping off point for discussing key community psychology concepts. In addition, the Photovoice process provided students the opportunity to directly experience a participatory research process as well as engage in basic qualitative data analysis. This article presents the general process my class undertook as well as qualitative feedback from students.
建构主义观点认为，个体积极地从周围世界中提取意义并赋予其含义。在课堂上，这意味着学生并非被动的接受者或我们理论与实证研究结果的存储库；相反，他们会积极地重新定义所呈现的概念，并与之建立联系（或不建立联系）。为了同时激发并推进这一过程，我采用了摄影之声作为一种教学工具，将学生定位为自身社区的观察者，并为他们创造空间，使其参与到以社区为重点的参与式意义构建活动中。通过运用精心设计的框架性问题，学生生成了摄影之声数据，这些数据成为讨论关键社区心理学概念的有力切入点。此外，摄影之声过程为学生提供了直接体验参与式研究过程以及进行基本定性数据分析的机会。本文介绍了我的课程所采用的一般过程以及学生的定性反馈。
