Purpose

The purpose of this paper is to operationalise and apply a three-level analysis of double stimulation in a Change Laboratory with teachers.

Design/methodology/approach

Within qualitative inquiry, this Change Laboratory intervention was conducted as case study, by way of an intensive analysis of an individual unit. The macro-level deals with the societal problem and the collective solution found to tackle it. An intermediate level looks at the Change Laboratory as a methodology able to boost expansive learning through chains of first and second stimuli. The micro-level analyses the participants’ interactions during the sessions and traces the terms connected to the first and second stimulus.

Findings

This analysis suggests that the conflicts of motives experienced by the participants at the micro level refer to the aggravated contradiction identified at the macro level. Conflicts of motives seem to be superior in number during the first block of sessions, when the first stimuli are analysed. The micro analysis indicates the 6th session as the turning point of the intervention, when the participants take the auxiliary stimulus and turn it into and effective and meaningful sign. The intermediate level helps to trace the third transition from the formation of the second stimulus to its implementation, reflection upon and further development and generalisation.

Originality/value

Vygotsky’s method of double stimulation is crucial to develop one’s agency and to explain how individuals deliberately influence events. Yet the literature is fragmented and made of brief accounts, and this paper for the first time inspects double stimulation on different levels within a Change Laboratory intervention with teachers.

中文翻译：

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变革实验室双重刺激的三级分析

目的

本文的目的是在有教师的变革实验室中实施和应用双重刺激的三级分析。

设计/方法/方法

在定性调查中，这种变革实验室干预是作为案例研究进行的，通过对单个单元的深入分析。宏观层面处理社会问题以及解决该问题的集体解决方案。中级将变革实验室视为一种方法，能够通过第一和第二刺激链来促进扩展学习。微观层面分析参与者在会议期间的互动，并追踪与第一和第二刺激相关的术语。

发现

这一分析表明，参与者在微观层面所经历的动机冲突是指在宏观层面识别出的矛盾加剧。在分析第一个刺激时，在第一个会话块中，动机冲突的数量似乎更多。微观分析表明，第六节是干预的转折点，此时参与者将辅助刺激转化为有效且有意义的标志。中间层次有助于追踪从第二个刺激的形成到其实施、反思和进一步发展和概括的第三次转变。

原创性/价值

维果斯基的双重刺激方法对于发展一个人的能动性和解释个人如何故意影响事件至关重要。然而，文献是零散的，由简短的叙述组成，本文首次在变革实验室与教师的干预中检查了不同层次的双重刺激。