Metoda ABR w badaniu opinii studentów na temat przestrzeni twórczej na uczelni – przedstawienie projektu badawczego
The ABR Method in a Study of Students’ Opinions on the Creative Space at the University – Presentation of a Research Project

Summary/Abstract: The article concerns the application of the arts-based research method, the so-called ABR, in the research project investigating students’ opinions on the creative space at the university. The project, carried out by four researchers, was conducted among pedagogy students during distance learning forced by the coronavirus pandemic, as part of the pedagogy of creativity course. The participants of the research were to present the space they imagined, ideal for creative activities, that they would like to have at their disposal at the university. They were asked to present it in two ways: non-verbally (through art work – appropriate ABR) and verbally – by means of a description (supplement). The article describes the process of project conceptualization, its implementation as well as the strengths and weaknesses of the ABR method from the point of view of people involved in its implementation. On this basis, we formulate conclusions regarding the application of the method in social research in the field of pedagogy. ABR highlights the common features of science and art, treating them as two similar types of human activity. It is in line with the latest trends in social research, according to which the methodological correctness and uniqueness of the procedure are inferior to the aim of the research and the need for reflection, leading to obtaining cognitively valuable conclusions. The described project confirms the high cognitive value of this procedure, resulting in valuable insights which, apart from cognitive values, have the potential to generate social change. Currently, the ABR practice encounters problems related both to the habits of research participants and the entire scientific community. Its dissemination requires going towards methodological openness, cognitive humility and a creative approach to the practice of science.

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