Q workshop: An application of Q methodology for visualizing, deliberating and learning contrasting perspectives

Go Yoshizawa, Mineyo Iwase, Motoko Okumoto, Keiichiro Tahara, Shingo Takahashi

    Research output: Contribution to journalArticle

    1 Citation (Scopus)

    Abstract

    A value-centered approach to science, technology and society (STS) education illuminates the need of reflexive and relational learning through communication and public engagement. Visualization is a key to represent and compare mental models such as assumptions, background theories and value systems that tacitly shape our own understanding, interests and interactions. Yet conventional approaches including concept mapping and multi-criteria value elicitation methods often have little suggestion or implication as to how participants themselves can address and deliberate the incompatibility of their perceptions, preferences and perspectives. This study proposes Q workshop as a legitimate eliciting and deliberation technique that can be employed in pluralistic discourse, exploring systematic divergences of perspective by constructing the participant‘s self in a formative, emergent and contingent manner. For this it introduces Q mapping as a novel visualization tool for the hybridity of qualitative and quantitative methods derived from Q methodology. Q mapping is a two-factor solution that transforms the similarities in participants’ individual Q scores into distances represented in two-dimensional space, for the sake of illustrating the relative positioning and partitioning of perspectives in a schematic figure. A case study on STS education for postgraduate students demonstrates that Q workshop can play a heuristic and abductive role in providing independent illumination of distinguishable perspectives and facilitating individual and collective learning among participants, suggesting a schematic two-dimensional basis for resolving the key differences.

    Original languageEnglish
    Pages (from-to)6277-6302
    Number of pages26
    JournalInternational Journal of Environmental and Science Education
    Volume11
    Issue number13
    Publication statusPublished - 2016 Aug 27

    Fingerprint

    learning
    Schematic diagrams
    science and technology
    visualization
    methodology
    Visualization
    Education
    education
    incompatibility
    Technical presentations
    heuristics
    positioning
    value system
    transform
    partitioning
    student
    Lighting
    science
    quantitative method
    divergence

    Keywords

    • Mental models
    • Participatory works
    • Q methodology
    • Reflexive learning
    • Visualization

    ASJC Scopus subject areas

    • Education
    • Environmental Science(all)
    • Engineering(all)

    Cite this

    Q workshop : An application of Q methodology for visualizing, deliberating and learning contrasting perspectives. / Yoshizawa, Go; Iwase, Mineyo; Okumoto, Motoko; Tahara, Keiichiro; Takahashi, Shingo.

    In: International Journal of Environmental and Science Education, Vol. 11, No. 13, 27.08.2016, p. 6277-6302.

    Research output: Contribution to journalArticle

    @article{dff3f296b645461abed754f0f78946c7,
    title = "Q workshop: An application of Q methodology for visualizing, deliberating and learning contrasting perspectives",
    abstract = "A value-centered approach to science, technology and society (STS) education illuminates the need of reflexive and relational learning through communication and public engagement. Visualization is a key to represent and compare mental models such as assumptions, background theories and value systems that tacitly shape our own understanding, interests and interactions. Yet conventional approaches including concept mapping and multi-criteria value elicitation methods often have little suggestion or implication as to how participants themselves can address and deliberate the incompatibility of their perceptions, preferences and perspectives. This study proposes Q workshop as a legitimate eliciting and deliberation technique that can be employed in pluralistic discourse, exploring systematic divergences of perspective by constructing the participant‘s self in a formative, emergent and contingent manner. For this it introduces Q mapping as a novel visualization tool for the hybridity of qualitative and quantitative methods derived from Q methodology. Q mapping is a two-factor solution that transforms the similarities in participants’ individual Q scores into distances represented in two-dimensional space, for the sake of illustrating the relative positioning and partitioning of perspectives in a schematic figure. A case study on STS education for postgraduate students demonstrates that Q workshop can play a heuristic and abductive role in providing independent illumination of distinguishable perspectives and facilitating individual and collective learning among participants, suggesting a schematic two-dimensional basis for resolving the key differences.",
    keywords = "Mental models, Participatory works, Q methodology, Reflexive learning, Visualization",
    author = "Go Yoshizawa and Mineyo Iwase and Motoko Okumoto and Keiichiro Tahara and Shingo Takahashi",
    year = "2016",
    month = "8",
    day = "27",
    language = "English",
    volume = "11",
    pages = "6277--6302",
    journal = "International Journal of Environmental and Science Education",
    issn = "1306-3065",
    publisher = "The International Society of Educational Research",
    number = "13",

    }

    TY - JOUR

    T1 - Q workshop

    T2 - An application of Q methodology for visualizing, deliberating and learning contrasting perspectives

    AU - Yoshizawa, Go

    AU - Iwase, Mineyo

    AU - Okumoto, Motoko

    AU - Tahara, Keiichiro

    AU - Takahashi, Shingo

    PY - 2016/8/27

    Y1 - 2016/8/27

    N2 - A value-centered approach to science, technology and society (STS) education illuminates the need of reflexive and relational learning through communication and public engagement. Visualization is a key to represent and compare mental models such as assumptions, background theories and value systems that tacitly shape our own understanding, interests and interactions. Yet conventional approaches including concept mapping and multi-criteria value elicitation methods often have little suggestion or implication as to how participants themselves can address and deliberate the incompatibility of their perceptions, preferences and perspectives. This study proposes Q workshop as a legitimate eliciting and deliberation technique that can be employed in pluralistic discourse, exploring systematic divergences of perspective by constructing the participant‘s self in a formative, emergent and contingent manner. For this it introduces Q mapping as a novel visualization tool for the hybridity of qualitative and quantitative methods derived from Q methodology. Q mapping is a two-factor solution that transforms the similarities in participants’ individual Q scores into distances represented in two-dimensional space, for the sake of illustrating the relative positioning and partitioning of perspectives in a schematic figure. A case study on STS education for postgraduate students demonstrates that Q workshop can play a heuristic and abductive role in providing independent illumination of distinguishable perspectives and facilitating individual and collective learning among participants, suggesting a schematic two-dimensional basis for resolving the key differences.

    AB - A value-centered approach to science, technology and society (STS) education illuminates the need of reflexive and relational learning through communication and public engagement. Visualization is a key to represent and compare mental models such as assumptions, background theories and value systems that tacitly shape our own understanding, interests and interactions. Yet conventional approaches including concept mapping and multi-criteria value elicitation methods often have little suggestion or implication as to how participants themselves can address and deliberate the incompatibility of their perceptions, preferences and perspectives. This study proposes Q workshop as a legitimate eliciting and deliberation technique that can be employed in pluralistic discourse, exploring systematic divergences of perspective by constructing the participant‘s self in a formative, emergent and contingent manner. For this it introduces Q mapping as a novel visualization tool for the hybridity of qualitative and quantitative methods derived from Q methodology. Q mapping is a two-factor solution that transforms the similarities in participants’ individual Q scores into distances represented in two-dimensional space, for the sake of illustrating the relative positioning and partitioning of perspectives in a schematic figure. A case study on STS education for postgraduate students demonstrates that Q workshop can play a heuristic and abductive role in providing independent illumination of distinguishable perspectives and facilitating individual and collective learning among participants, suggesting a schematic two-dimensional basis for resolving the key differences.

    KW - Mental models

    KW - Participatory works

    KW - Q methodology

    KW - Reflexive learning

    KW - Visualization

    UR - http://www.scopus.com/inward/record.url?scp=84984830293&partnerID=8YFLogxK

    UR - http://www.scopus.com/inward/citedby.url?scp=84984830293&partnerID=8YFLogxK

    M3 - Article

    AN - SCOPUS:84984830293

    VL - 11

    SP - 6277

    EP - 6302

    JO - International Journal of Environmental and Science Education

    JF - International Journal of Environmental and Science Education

    SN - 1306-3065

    IS - 13

    ER -