Activity systems and moral reasoning

an intervention study

Tutkimustuotos: ArtikkelijulkaisuArtikkeliTieteellinenvertaisarvioitu

Kuvaus

Seventeen social educator students were taught to analyze their work activity by means of a Vygotsky-inspired method, drawing on Engestrom's notion of an activity system. The method aimed at increasing the consciousness of the students of the structure of work activity system. The participants wrote two accounts of their field-work practice experiences in child welfare institutions, six months apart. The accounts were blind scored for Kohlberg moral judgment stage and for the ethic of care level. While few instances of care reasoning were identified, most of the accounts could be coded for moral judgment stage. Stage 4 (or higher) reasoning increased from 22% at Time 1 to 59% at Time 2. It was interpreted as due to increasing reflection of one's activity, induced by use of the tools provided by the teaching. We also present evidence of socio-cognitive conflicts that involved a normative orientation attributed to the permanent staff of the institutions and a more flexible orientation of the students.
Alkuperäiskielienglanti
LehtiScandinavian Journal of Educational Research
Vuosikerta59
Numero4
Sivut413-423
Sivumäärä11
ISSN0031-3831
DOI - pysyväislinkit
TilaJulkaistu - 4 heinäkuuta 2015
OKM-julkaisutyyppiA1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä, vertaisarvioitu

Tieteenalat

  • 516 Kasvatustieteet
  • 5141 Sosiologia
  • 5144 Sosiaalipsykologia

Lainaa tätä

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title = "Activity systems and moral reasoning: an intervention study",
abstract = "Seventeen social educator students were taught to analyze their work activity by means of a Vygotsky-inspired method, drawing on Engestrom's notion of an activity system. The method aimed at increasing the consciousness of the students of the structure of work activity system. The participants wrote two accounts of their field-work practice experiences in child welfare institutions, six months apart. The accounts were blind scored for Kohlberg moral judgment stage and for the ethic of care level. While few instances of care reasoning were identified, most of the accounts could be coded for moral judgment stage. Stage 4 (or higher) reasoning increased from 22{\%} at Time 1 to 59{\%} at Time 2. It was interpreted as due to increasing reflection of one's activity, induced by use of the tools provided by the teaching. We also present evidence of socio-cognitive conflicts that involved a normative orientation attributed to the permanent staff of the institutions and a more flexible orientation of the students.",
keywords = "516 Educational sciences, activity theory, socio-cognitive conflict, moral reasoning, 5141 Sociology, CARE, 5144 Social psychology",
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Activity systems and moral reasoning : an intervention study. / Wardi, Eva; Helkama, Klaus.

julkaisussa: Scandinavian Journal of Educational Research, Vuosikerta 59, Nro 4, 04.07.2015, s. 413-423.

Tutkimustuotos: ArtikkelijulkaisuArtikkeliTieteellinenvertaisarvioitu

TY - JOUR

T1 - Activity systems and moral reasoning

T2 - an intervention study

AU - Wardi, Eva

AU - Helkama, Klaus

PY - 2015/7/4

Y1 - 2015/7/4

N2 - Seventeen social educator students were taught to analyze their work activity by means of a Vygotsky-inspired method, drawing on Engestrom's notion of an activity system. The method aimed at increasing the consciousness of the students of the structure of work activity system. The participants wrote two accounts of their field-work practice experiences in child welfare institutions, six months apart. The accounts were blind scored for Kohlberg moral judgment stage and for the ethic of care level. While few instances of care reasoning were identified, most of the accounts could be coded for moral judgment stage. Stage 4 (or higher) reasoning increased from 22% at Time 1 to 59% at Time 2. It was interpreted as due to increasing reflection of one's activity, induced by use of the tools provided by the teaching. We also present evidence of socio-cognitive conflicts that involved a normative orientation attributed to the permanent staff of the institutions and a more flexible orientation of the students.

AB - Seventeen social educator students were taught to analyze their work activity by means of a Vygotsky-inspired method, drawing on Engestrom's notion of an activity system. The method aimed at increasing the consciousness of the students of the structure of work activity system. The participants wrote two accounts of their field-work practice experiences in child welfare institutions, six months apart. The accounts were blind scored for Kohlberg moral judgment stage and for the ethic of care level. While few instances of care reasoning were identified, most of the accounts could be coded for moral judgment stage. Stage 4 (or higher) reasoning increased from 22% at Time 1 to 59% at Time 2. It was interpreted as due to increasing reflection of one's activity, induced by use of the tools provided by the teaching. We also present evidence of socio-cognitive conflicts that involved a normative orientation attributed to the permanent staff of the institutions and a more flexible orientation of the students.

KW - 516 Educational sciences

KW - activity theory

KW - socio-cognitive conflict

KW - moral reasoning

KW - 5141 Sociology

KW - CARE

KW - 5144 Social psychology

U2 - 10.1080/00313831.2014.904427

DO - 10.1080/00313831.2014.904427

M3 - Article

VL - 59

SP - 413

EP - 423

JO - Scandinavian Journal of Educational Research

JF - Scandinavian Journal of Educational Research

SN - 0031-3831

IS - 4

ER -