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On the Methodological Demands of Formative Interventions
Abstract
Bringing design-based research and activity-theoretical formative intervention research into dialogue is commendable. William R. Penuel contributes to this effort by examining two cases that he con...
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“A methodology of formative interventions has been developed to trigger, support and analyze cycles of expansive learning (Engeström et al. 2014).”
From Using activity theory to transform medical work and learning (2021) · cites this paper as Engeström et al. 2014
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“Learners reflect on the process to consolidate and generalise the new practice.(29) Expansive learning is a cyclic process that focuses on learning of new patterns of activity that are not yet there; they are learned as they are designed.”
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“, 1996), the aspect of new instrumentality of Change Laboratory (CL) is fragmentally documented (Engeström, 2000; Engeström et al., 2014).”
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“To characterize collective development and thereby present a more holistic cultural-historic view, CHAT can prove valuable in exploring constructs typically studied from an individual perspective (e.g., agency and identity; Engeström et al., 2014; Roth, 2009).”
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“However, Engeström et al. (2014) argue that instead of running through large patterns we must cultivate preventive solutions through local experiments.”
BackgroundInfluentialBertrand, M., & Demps, D. (2018) · Mind Culture and Activity · doi:10.1080/10749039.2018.1434798 · Cited by 9
“(p. 604) Hence it is through these two stimuli that collective agency and transformation can unfold (Engeström et al., 2014).”
BackgroundMethodInfluentialSpante, M., & Egelström, M. (2024) · Mind, Culture, and Activity · doi:10.1080/10749039.2025.2470715 · Cited by 8
“…can help people break out from paralyzing or troublesome states by the identification or creation of material means as support to intentionally act (Engeström et al., 2014; Morselli, 2021; Morselli & Sannino, 2021; Sannino, 2022; Sannino & Engeström, 2017; Sannino et al., 2016; Teräs & Larsson,…”
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“To complete their rubrics, students progressed through the formative intervention in two phases (Supplementary Material 1) which aimed to reflect strategic learning actions articulated in ELT (Engeström, Sannino, and Virkkunen 2014).”
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“These settings include parent–child interactions in problem-solving activities (Portes et al. 1997), school teaching (Thompson 2013, 2015), family therapy in mental health services (Sundet 2010), children’s play (Waermö 2016) and in-home support for the elderly (Engeström et al. 2015).”
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“The idea of the MicroProject was enriched and transformed into developing and increasingly diverse concrete manifestations (Engeström, Sannino, and Virkkunen 2014).”
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Morselli, D. (2019) · doi:10.7346/-fei-xvii-01-19_30 · Cited by 7
“For Engeström, Sannino, and Virkkunen (2014) double stimulation is used systematically in formative interventions to find personally experienced conflicts of motives and to identify potential second stimuli.”
BackgroundGuzman, W. (2018) · Outlines : Critical Social Studies · doi:10.7146/ocps.v18i1.104698 · Cited by 7
“Conversely, Engeström, Sannino, and Virkkunen (2014) consider transformative experiments as those that radically restructure the environment, producing a new configuration that activates previously unrealized behavioural potentials of the subject.”
BackgroundFrom controlled experiments to formative interventions in studies of agency
Laitinen, A., Sannino, A., & Engeström, Y. (2016) · Educação · doi:10.15448/1981-2582.2016.s.24321 · Cited by 7
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Using activity theory: experiences of organizational authorship
Engeström, Y., & Scaratti, G. (2016) · doi:10.1108/jwl-03-2016-0018 · Cited by 6
“The third aspect of activity theory discussed in this issue concerns the perspective of formative interventions in organizations and workplaces (Engeström et al., 2014).”
BackgroundSelf-citationBøje, R. B., Musaues, P., Sørensen, D., & Ludvigsen, M. (2021) · Nurse Education Today · doi:10.1016/j.nedt.2021.104950 · Cited by 5
Querol, M. A. P., Hurtado, S. L. B., Sanjose, C. M., Espinosa, I. V., Guzman, W. C., Casals, E. T., & Ruescas, O. E. (2019) · Revista Internacional de Educación y Aprendizaje · doi:10.37467/gka-revedu.v7.1992 · Cited by 5
Majgaard, K. (2015) · Teaching Public Administration · doi:10.1177/0144739415590699 · Cited by 5
“Another learning format is the Change Laboratory presented by Engeström et al. (2014), where the stakeholders of a complex problem are convened to a series of sessions developing an understanding of the problems and its different solutions.”
BackgroundMethodA Cultural-Historical Perspective on How Double Stimulation Triggers Expansive Learning
Kaup, C., & Brooks, E. (2022) · Designs for Learning · doi:10.16993/dfl.206 · Cited by 5
Mathieson, S., Black, K., Allin, L., Hooper, H., Penlington, R., Mcinnes, L., Orme, L., & Anderson, E. (2023) · International Journal for Academic Development · doi:10.1080/1360144x.2023.2217799 · Cited by 4
“First, the theme-codes used in the analysis emerged through multiple independent readings by the investigators of the data and CHAT literatures (Engeström, 2001; Engeström et al., 2013, 2014).”
BackgroundMethodInfluentialBøje, R. B., Musaeus, P., Sørensen, D., & Ludvigsen, M. (2022) · Global Qualitative Nursing Research · doi:10.1177/23333936221087622 · Cited by 4
“Transformation of practice requires long-term commitment, and often several Change Laboratory interventions are needed (Engeström et al., 2014).”
BackgroundImplementing a bilingual extensive reading programme in the Foundation Phase: Theory and practice
Nkomo, S. (2021) · Per Linguam · doi:10.5785/36-2-876 · Cited by 4
Hopwood, N., Dahlberg, J., Blomberg, M., & Dahlgren, M. A. (2020) · Pedagogy, Culture & Society · doi:10.1080/14681366.2020.1805496 · Cited by 4
“Transformative agency arises when a focus on isolated problems is replaced with a focus on collective responses (Virkkunen 2006; Engeström et al. 2014).”
BackgroundInfluentialThe Change Laboratory in Theory
Morselli, D. (2018) · The Change Laboratory for Teacher Training in Entrepreneurship Education · doi:10.1007/978-3-030-02571-7_3 · Cited by 4
Student training for promoting collaborative agency: the monitoring activities
da Cunha, F. R. (2016) · doi:10.21506/j.ponte.2016.7.13 · Cited by 4
Distributed Creativity and Expansive Learning in a Teacher Training School’s Change Laboratory
Hyrkkö, S., & Kajamaa, A. (2021) · Creativity and Learning · doi:10.1007/978-3-030-77066-2_7 · Cited by 4
Metadata
- Authors
- Engeström, Y., Sannino, A., & Virkkunen, J.
- Affiliations
- University of Helsinki (FI)
- Corresponding author
- Engeström, Yrjö
- Venue
- Mind, Culture, and Activity
- Publisher
- Informa UK Limited
- Published
- 2014-04-03
- Volume
- 21
- Issue
- 2
- Pages
- 118-128
- ISSN
- 1074-9039 (ISSN-L)
- 1532-7884
- OpenAlex
- W1965433469
- Cited by
- 185
- References
- 0
- Citations by year
- 2026: 7 · 2025: 10 · 2024: 12 · 2023: 15 · 2022: 23 · 2021: 25 · 2020: 17 · 2019: 9 · 2018: 19 · 2017: 16 · 2016: 17 · 2015: 12 · 2014: 3
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Mind Culture and Activity (publishedVersion)
- Topics
- Social Sciences › Education › Innovative Education and Learning Practices
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Psychology › Developmental and Educational Psychology › Psychology of Development and Education
- Keywords
- design-based research, activity theory, educational intervention design, research methodology
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