Potential Abstract: This research article explores the potential of incorporating Deweyan situationality to enhance real-time participation perception in educational settings. Drawing on the theoretical framework of John Dewey’s educational philosophy, the study investigates how situationality can influence students’ perception of their own participation in real-time classroom activities. By examining the impact of situational factors on students’ engagement, motivation, and sense of agency, the research aims to provide insights into effective strategies for promoting active learning and meaningful interactions in educational contexts. Through a mixed-methods approach, including observations, surveys, and interviews, data will be collected to analyze the relationship between situationality, participation perception, and student outcomes. The findings of this study have the potential to inform educators and policymakers on the importance of creating dynamic and responsive learning environments that support students’ active engagement and sense of belonging.
Potential References:
- Problem solving and communicative action: A situational theory of problem solving
- Different strokes for different folks: How individual interest moderates the effects of situational factors on task interest.
- A Deweyan case for the study of uncertainty in health geography
- What makes people hot? Applying the situational theory of problem solving to hot-issue publics
- Integrating Facebook in upper secondary biology instruction: a case study of students’ situational interest and participation in learning communication
