Determining the phenomenon to study and choosing the appropriate lens

Determining the theoretical lens

The alignment of a researcher’s ontology, epistemology and paradigm of enquiry will help frame and ground the phenomenon being studied in an appropriate theoretical framework. This theoretical framework will be the lens through which the phenomenon to be understood will be explored. The theoretical lens will also help ground the choice of methodology or research design as well as the methods or analytic tools to be used to study the phenomenon at hand.

Differentiating theoretical lenses is discussed in Ann, C. H. (2009)

In her critique on the use of 2 different perspectives to illumine genetics learning, she discusses how the same phemomenon of learning can be studied from 2 perspectives which are different yet complementary. She highlights the importance of defining what needs to be studied and then choosing the perspective or theoretical lens based on an understanding of what it can reveal to us. For example a cognitive/sociocognitive lens can help illumine conceptions or conceptual changes in learners ie ‘in the realm of the internal- what’s in the mind’. On the other hand, a sociocultural perspective will focus on the discursive and interactional aspects of human learning with the aim of illuminating socio-cultural issues related to learning. In the same way, both perspectives can rely on ‘talk’ for data in their methodology but look for very different things. ‘Talk’ can be used either to reveal what’s in the ‘student’s minds’(cognitive) or to illumine areas like expectations and values that may structure interactions (socioculural).

As the two perspectives illuminate different aspects of learning, they complement each other to provide ‘a more complete picture of how students learn as well as what they learn’. The two theoretical lenses illuminate different aspects of learning and are selected on the basis of what the researcher intends to study of the chosen phenomenon.

Learning theories that align with the theoretical lens

Learning theories that align with the cognitive/sociocognitive and sociocultural perspectives discussed above would include social learning theories such as Bandura’s social cognitive theory and Lev Vygotsky’s sociocultural theory of social interaction and scaffolding in learning.

The application of these complementary theories of learning in practice are discussed in
Peer. K.S. and McClendon, R.C’s (2002) sociocultural learning theory in practice.

The alignment of learning theories and theoretical frameworks ensure the researcher is clear about what is being studied and is able to choose the appropriate lens what’s being studied.

Taking a step back to align this with the ontology, epistemology and paradigm of inquiry discussed at the start of this blog ensures a congruent frame (OEPTMm) that drives the research design and process securely grounded in the researcher’s fundamental definition of what knowledge is (ontology) and how it can be known (epistemology).

(o) Ontology
(e) Epistemology
(p) Paradigm
(t) Theoretical framework/lens
(m) Methodology
(m) Methods


Share your views on how important you think your ontology and epistemology are in grounding your theoretical perspective and the following methodology and methods used to study your phenomenon…….