The sorting techniques: a tutorial paper on card sorts, picture sorts and item sorts

Rugg, Gordon; McGeorge, Peter

doi:10.1111/1468-0394.00045

Cited by 214 publications

(181 citation statements)

References 7 publications

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“…The technique is a phenomenological approach to understanding how a person identifies, experiences and constructs the world in which they live. These constructs are not necessarily conscious, but may be inferred from their categorisations of a set of items (Rugg & McGeorge, 1997).…”

Section: Methodsmentioning

confidence: 99%

Lecturers’ vs. students’ perceptions of the accessibility of instructional materials

Price

2006

Instr Sci

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This goal of this study was to examine the differences between lecturers and students' perceptions of the accessibility of instructional materials. The perceptions of 12 mature computing distance education students and 12 computing lecturers were examined using the knowledge elicitation techniques of card sorting and laddering. The study showed that lecturers had pedagogical views while students tended to concentrate on surface attributes such as appearance. Students perceived instructional materials containing visual representations as most accessible. This has two implications for the professional development of computing lecturers designing instructional materials. First, lecturers need to appreciate the differences between expert and novice views of accessibility and how students will engage with the materials. Second, lecturers need to understand that learners perceive instructional materials containing visual representations as more accessible compared to 'text only' versions. Hence greater use of these may enable students to engage more readily in learning. Given that print is the ubiquitous teaching medium this is likely to have implications for students and lecturers in other disciplines.

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Section: Methodsmentioning

confidence: 99%

Lecturers’ vs. students’ perceptions of the accessibility of instructional materials

Price

2006

Instr Sci

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“…The purpose of the CSA was to examine the types of connections prospective middle-grades teachers make between various mathematical concepts, definitions, and problems. Participants were asked to complete a repeated single-criterion open card sort and closed card sort (Fincher and Tenenberg 2005;Rugg and McGeorge 2005).…”

Section: Instrumentation and Data Collectionmentioning

confidence: 99%

“…The researcher developed a protocol of interview questions for both the open and closed card sorts that focused on students' mathematical connections (see Appendix A). The design of the protocols was influenced by the recommendations of Rugg and McGeorge (2005) for carrying out card-sorting techniques. Figure 3 illustrates the five closed sort pairings.…”

Section: Instrumentation and Data Collectionmentioning

confidence: 99%

“…Participants were asked to engage in both open and closed repeated singlecriterion card sort (Rugg and McGeorge 2005). This type of card-sorting technique requires participants to "sort the same entities repeatedly, categorizing in terms of a different single attribute ('criterion') each time" (Rugg and McGeorge 2005, p. 96).…”

Section: Instrumentation and Data Collectionmentioning

confidence: 99%

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Exploring mathematical connections of prospective middle-grades teachers through card-sorting tasks

Eli

Mohr-Schroeder²,

Lee

2011

Math Ed Res J

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Prospective teachers are expected to construct, emphasise, integrate, and make use of mathematical connections; in doing so, they acquire an understanding of mathematics that is fluid, supple, and interconnected (Evitts Dissertation Abstracts International, 65(12), 4500, 2005). Given the importance of mathematical connection making, an exploratory study was conducted to consider the ability of prospective middle-grades teachers to make mathematical connections while engaging in card-sorting activities. Twenty-eight prospective middle-grades teachers participated in both an open and closed card sort. Data were analysed using constant comparative methods to extract meta themes to describe the types of connections made. Findings indicate that these prospective teachers tended to make more procedural-and categorical-type mathematical connections and far fewer derivational or curricular mathematical connections.

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“…2 Mainly they consisted of discussions with domain experts, analyses of the implicit curricula formalized in philosophical textbooks, consultation of traditional encyclopedias and online philosophy directories. Then we also carried out a more formal knowledge acquisition experiment: 3 a group of domain experts (lecturers and Ph.D. students) were involved in a card-sorting task (Rugg and Mcgeorge 2005) aimed at identifying some mechanisms practitioners employ for classifying philosophical entities (especially abstract entities, i.e. ideas).…”

Section: Domain Analysismentioning

confidence: 99%

Ontological requirements for annotation and navigation of philosophical resources

Pasin

Motta

2009

Synthese

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In this article, we describe an ontology aimed at the representation of the relevant entities and relations in the philosophical world. We will guide the reader through our modeling choices, so to highlight the ontology's practical purpose: to enable an annotation of philosophical resources which is capable of supporting pedagogical navigation mechanisms. The ontology covers all the aspects of philosophy, thus including characterizations of entities such as people, events, documents, and ideas. In particular, here we will present a detailed exposition of the entities belonging to the idea branch of the ontology, for they have a crucial role in the world of philosophy. Moreover, as an example of the type of applications made possible by the ontology we will introduce PhiloSurfical, a prototype tool we created to navigate contextually a classic work in twentieth century philosophy, Wittgenstein's Tractatus Logico-Philosophicus. We discuss the potential usage of such navigation mechanisms in educational and scholarly contexts, which aim to enhance the learning process through the serendipitous discovery of relevant resources.

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The sorting techniques: a tutorial paper on card sorts, picture sorts and item sorts

Cited by 214 publications

References 7 publications

Lecturers’ vs. students’ perceptions of the accessibility of instructional materials

Lecturers’ vs. students’ perceptions of the accessibility of instructional materials

Exploring mathematical connections of prospective middle-grades teachers through card-sorting tasks

Ontological requirements for annotation and navigation of philosophical resources

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