Dealing with Perspective Ambiguity.

Insights into the Design-Based Research Project PAuLi

Abstract

In this article, we present results from the design research project PAuLi, which explores the teaching and learning of understanding literary perspective taking place in literature classes. Using the example of a poly-perspective and ambiguous text, we illustrate the relationship between handling ambiguity and various dimensions of perspective understanding. From the understanding processes that can be reconstructed in students, we derive design principles for promoting these processes.