This shows one of the early dialog boxes in a session where the user is comparing and contrasting different countries: Australia, South Africa, Thailand, United States, United Kingdom, Russia, Malawi, Japan, and New Zealand, in terms of their economic development, infrastructure, and skill base.
In this case, the class teacher set up the session, whose purpose is to explore and develop the students’ learning in the field of economic geography. She can leave the students alone while they develop their sessions, making herself available when anyone needs clarification. For the students, the experience is interesting and challenging because they know that they’re working with their own personal data, as if they’ve set themselves their own quiz. And for the teacher, the experience is rewarding because she knows that all her interventions are properly timed:
The Add Construct screen looks like this:
NOTE: Screen shots on this page relate to an early version of Enquire Within but adequately show the principles involved.
and the first six constructs the user produced were:
And the resulting dendritic analysis at this stage looks like:
At this stage, the differentiation process and/or visual examination of the Grid will reveal where and how the user’s knowledge base needs to be extended or challenged further. For example, Enquire Within will ask the user whether elements 7 and 8 (in this case, the USA and the UK) are really so similar that they should be correlated at the 98% level – and if not, to please give a construct which will ‘split’ the two. Or looking at the constructs, the close correlation between constructs 2 and 3 suggests that the user sees countries which depend strongly on primary products as having little impact on the rest of the works, and countries which are less dependent on primary products as having a greater impact on the rest of the world – which prompts the user to give an element which will ‘split’ the two constructs. So the student is always working at the places in their knowledge base which need more clarification, making the learning more personalised and cost-effective. And of course there are many variations on this process – for example, the teacher could have set up the session as a task for a small group, which means that the group will negotiate shared meanings as they go through the process.
There are virtually no limits to this process - the example here is small enough to fit on a page, but most Grids are much bigger and more complex - for example, an economist engaged in scenario planning has worked with a 72 x 75 Grid and by definition, nothing in it is redundant.
Back to: Some Enquire Within Sample Sessions
Training Related Resources
- A Little on Learning.
- Training Programme Evaluation (Getting Value for Money) Using Repertory Grid
- Analysis of Training Needs and Performance Counselling
- An example of an analysis of a training evaluation session.
- Education and the Repertory Grid Interview
- Some Resources for Understanding the Repertory Grid Interview
- Exploring the Usefulness of Kelly's Personal Construct Theory in Assessing Student Learning in Science Courses, Carolin Kreber; Heather Castleden; Nina Erfani; Joan Lim; Tarah Wright. We explore the utility of George Kelly's Personal Construct Theory, specifically his repertory grid technique, to the assessment of student learning in undergraduate science courses. We provide an in-depth review of the assumptions underlying Personal Construct Theory and how these were reflected in the repertory grid technique Kelly developed. We explain how an adapted version of the repertory grid, sharing some yet not all of Kelly's assumptions, was utilised as a research tool in a recent study involving science instructors and their students. We argue that as well as having applicability as an innovative research tool, an adapted version of Kelly's repertory grid is a useful heuristic for university teachers when used as a classroom assessment technique (CAT) and indicate several features it shares with the more widely-known conceptual mapping technique, which has been used in the study of science teaching and learning for many years. We conclude by highlighting several advantages the use of repertory grids has for both students and instructors.
- ATHERTON J S (2005) Learning and Teaching: Personal Construct Theory
Back to: Some Enquire Within Sample Sessions
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