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Improved Vee Heuristics
Improved Vee heuristics are applied and presented in the new research methods textbook:
Wheeldon, J. & Ahlberg, M. 2011 Visualizing Social Science Research: Maps, Methods, & Meaning. London: SAGE. (ISBN: 9781412991049).
(1) http://www.uk.sagepub.com/books/Book235388
(2) http://www.amazon.com/s?ie=UTF8&rh=n%3A283155%2Ck%3Awheeldon%20ahlberg&page=1
Novak and Gowin (1984) presented Gowin's Vee diagram
or Vee heuristic to promote meaningful learning. Åhlberg (1993)
presented an Improved Vee Heuristic, which has been improved later
on (e.g. Åhlberg 1997 and 1998). The problem with original
Vee heuristic was with my university students e.g., that they did
not know what is their World View. I changed this item to 'Value
Basis': 'Why do you want to spend your life, time and resources
to answer the focus question'? I integrated the basic ideas of action
research and Deming's cycle from Continual Quality Improvement movement
into the design of Improved Vee Heuristic. This tool provides for
teachers, pupils and researchers valuable data (e.g. Ahoranta 1999,
Åhlberg & Ahoranta 2000a; 2000b and 2000c; 2000d, 2002).
In the following Tables 1 and 2 I compare Gowin's
original Vee heuristic to improved Vee heuristic which I have researched
and developed since 1993 (Åhlberg 1993, 1998 and 2002)
Table
1. Comparing the main parts of Vee heuristic and improved Vee
heuristic
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Main parts of the Vee heuristic/Gowin’s
Vee
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Main parts of the improved Vee heuristic
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CONCEPTUAL/THEORETICAL
(Thinking side)
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PLANNING
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EVENTS AND/OR
OBJECTS
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IMPLEMENTING:
Description of what has been really done in order to answer
the focus question(s).
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METHODOLOGICAL
(Doing side)
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EVALUATION
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The main
elements of the improved Vee heuristic
(Åhlberg 1993 – 2002;
Åhlberg
and Ahoranta 2002)
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1. Focus
questions
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1. Focus
question(s)
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2. World
view
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2. Value
basis: Why do you want to spend your life, time and resources
to answer the focus question(s)?
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3. Philosophy/epistemology
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3. Theoretical
basis: What is your tentative theory in the beginning of your
inquiry? What do you know in the beginning of your inquiry?
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4. Theory
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5. Principles
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6. Constructs
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7. Concepts
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-
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5. Methodological
basis: What methods do you plan to use to answer your focus
question(s)?
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8. Events
and/or objects
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6. Description
of what has been really done in order to answer the focus
question(s).
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9. Records
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7. Records
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10. Transformations
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8. Transformations
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11. Knowledge
claims
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9. Knowledge
claims
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12. Value
claims
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10. Value
claims
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Some practical, but unfortunately only Finnish, examples
of improved Vee heuristics maps are in the following Internet addresses:
http://sokl.joensuu.fi/verkkojulkaisut/kipinat/MauriA.htm
http://sokl.joensuu.fi/verkkojulkaisut/kipinat/Mliite.htm
I introduced two other new quality tools (Improved
Concept Mapping, Improved
Vee Heuristics and ARRA or Analysis of Reasoning,
Rhetorics and Argumentation) to monitor and promote high quality
learning, thinking and acting.
References:
Åhlberg, M. 1993. Concept maps, Vee diagrams
and Rhetorical Argumentation (RA) Analysis: Three educational theory-based
tools to facilitate meaningful learning. Paper presented at The
Third International Seminar on Misconceptions in Science and Mathematics.
August 1- 5, 1993. Cornell University. Published digitally in the
Proceedings of the Seminar, http://www.mlrg.org/proc3abstracts.html
(Read 26 2. 2003.)
Åhlberg, M. 1998. Education for sustainability,
good environment and good life. In Åhlberg, M. & Leal
Filho, W. (Eds.) Environmental Education for Sustainability: Good
Environment, Good Life. Frankfurt am Main: Peter Lang, 25 - 43.
Åhlberg, M. 2002. Translator's postscript:
Twenty years research on theory of integrating education, improved
concept maps and Vee heuristics in Finland [in Finnish]. In Novak,
J. Tiedon oppiminen luominen ja käyttö [Finnish translation
of Learning, creating and using knowledge]. Jyväskylä:
PS-kustannus, 300 - 315.
Åhlberg, M. & Ahoranta, V. 2002. Two improved
educational theory based tools to monitor and promote quality of
geographical education and learning. International Research in Geographical
and Environmental Education 11(2).
Novak, J. 1998. Learning, creating and using knowledge.
Concept Maps™ as facilitative tools in schools and in corporations.
London: Lawrence Erlbaum.
Novak, J. 2002. Meaningful learning: The essential
factor for conceptual change in limited or inappropriate prepositional
hierarchies leading to empowerment of learners. Science Education
86(4), 548 - 571.
Novak; J. & Gowin, B. 1984. Learning how
to learn. Cambridge: Cambridge University Press.
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