Tea picking as an instructional activity intertwines physical workload, rhythmic perception, and situational interaction. Adult learners often differ in their criteria for what “counts as learning,” and a single scale may not adequately capture this plurality of meanings. Following the concourse-building procedure in Q methodology, this study constructs a concourse of adult tea-picking learning experiences in instructional contexts and develops Q statements. Data were compiled from course documents, learning worksheets, field observation notes, and semi-structured interviews. Extracted materials were synthesized into a concourse and then refined into statements according to semantic clarity, single-proposition wording, comparability, and sortability; facet-based sampling was used to ensure content coverage, resulting in 48 Q statements. Content validity and contextual fit were strengthened through review by five cross-disciplinary experts, including a practitioner tea farmer, who evaluated statement appropriateness, coverage, and semantic consistency. The study yields a representative concourse and a 48-item Q-statement set that provides an operational foundation for subsequent Q-sorting and factor interpretation, while also offering a transferable vocabulary for course design and learning assessment in tea-picking instruction.

Authors:
Yi-Jung Tsai, National Dong Hwa University, Taiwan
Ming-Shinn Lee, National Dong Hwa University, Taiwan

About the Presenter(s)
Yi-Jung Tsai is a PhD candidate in the Department of Education and Human Potential Development at National Dong Hwa University, Taiwan. Her research focuses on Jing Si Tea Ceremony teaching, embodied learning, and Q methodology.

See this presentation on the full schedule – Monday Schedule

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