Asia-Pacific Forum on Science Learning and Teaching, Volume 8, Issue 1, Article 3 (June, 2007) Beverley JANE and Jill ROBBINS Intergenerational learning: grandparents teaching everyday concepts in science and technology Previous Contents Next

Research Method

Given that Vygtosky (1987) emphasised that everyday concepts are embedded in children's life experiences and natural conversational contexts, it was important for us as researchers to attend to activities children participate in at home and in the community, and to the significant relationships (including intergenerational relationships), artefacts, meanings, actions and histories within those contexts and activities. In attempting to do this, a useful research tool we employed was Rogoff's (1998) three foci of analysis, where the personal, interpersonal and community/institutional issues of any activity can variously be highlighted. This tool enabled us to highlight individuals or groups of children (and/or adults) and identify how they are 'transforming' as they participate in everyday activities (personal focus of analysis). It also enabled us to consider factors such as 'shared' understandings and the important interpersonal relationships that are structuring and supporting these understandings (interpersonal focus of analysis). In addition, we were able to highlight particular community constructions of science and technology and determine the value that is placed on science and technology within that community, as well as specific cultural tools or artefacts available (or not available), and the history these tools and the social players themselves bring with them to the activity (community/institutional focus of analysis). While we brought one of these foci to the forefront, the others remained within the background, and therefore formed part of the analysis. Importantly, through this tool, we highlighted the multiple pathways to learning within the community.

The study reported here involved twelve sets of grandparents/grandchildren as participants, and we focused on the shared, spontaneous, cooperative activities that were recognised as science and technology in nature. Qualitative research methods were used and triangulation of data included collecting evidence of examples of the interactions that occur between grandparents and their grandchildren. Data collection involved:

• Documenting the activities they engage in together by capturing the experiences using disposable cameras, distributed to all participating grandparents.
• Written accounts in journals kept by grandparents, that record what was said and done during these experiences.
• Informal discussions with some grandparents to expand on, explain, or further reflect on details in the journals or photographs, and their shared experiences.

Using Rogoff's (1998) three foci of analysis as a research tool we analysed the photographs, grandparents' journal entries and discussions, to determine:

• The children's learning (everyday and scientific concepts) that is occurring through the shared activities, particularly learning of a scientific and technological nature.
• The psychological processes (intramental to intermental functioning), which are occurring.
• The nature of the conversations between grandparents and their grandchildren.