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Open Access
Article
Publication date: 7 April 2022

Nina Kilbrink, Jan Axelsson and Stig-Börje Asplund

The purpose of this study is to explore how critical aspects can be defined in a learning study on welding without conducting any pre-tests.

Abstract

Purpose

The purpose of this study is to explore how critical aspects can be defined in a learning study on welding without conducting any pre-tests.

Design/methodology/approach

In this study, the authors focus on empirical examples from a learning study on welding conducted in six iterative cycles, with conversation analysis and variation theory approach (CAVTA) as a theoretical basis. The welding lessons have been video-recorded, and in the study, the authors analyze examples where the teachers try to identify critical aspects of a vocational practical object of learning in interaction. CAVTA permeates the complete process, where the analysis has been part of the iterative cycles and further developed when the six cycles were completed.

Findings

The results show how critical aspects can be made visible in the interaction between teacher(s) and student(s) in the enacted learning situation. In the process, the authors work with the three concepts expected critical aspects, displayed critical aspects and targeted critical features in relation to a vocational practical object of learning where conducting a pre-test to define critical aspects is not educationally possible.

Originality/value

Teaching vocational practical objects of learning could be seen as something different from teaching other kinds of objects of learning and the use of the traditional pre-tests in learning studies may be problematic. From that follows, that other ways of finding the critical aspects for the students regarding a vocational practical object of learning might be needed. In this study, such a way is presented.

Details

International Journal for Lesson & Learning Studies, vol. 11 no. 5
Type: Research Article
ISSN: 2046-8253

Keywords

Article
Publication date: 21 March 2019

Pernilla Martensson

The purpose of this paper is to identify changes in teacher’s pedagogical content knowledge (PCK) as a result of their participation in two learning studies in mathematics.

Abstract

Purpose

The purpose of this paper is to identify changes in teacher’s pedagogical content knowledge (PCK) as a result of their participation in two learning studies in mathematics.

Design/methodology/approach

A group of four mathematics teachers and the researcher of this paper explored two objects of learning related to division with decimal numbers and the straight-line equation in a learning study (LS) project over the course of one year. The data used consist of eight video-recorded lessons, four written student tests, eight student interviews and 14 recorded team meetings. The analysis was based on the variation theory principle about learning (Marton, 2015) and on ontological assumptions within the phenomenographic approach (Marton, 1981).

Findings

It was found that teachers’ PCK was changed and refined through the LS process in terms of differences in ways of understanding and discussing critical aspects related to each object of learning. In the paper, the terms “presumed critical aspects” and “explored critical aspects” are used to illustrate this difference. Furthermore, the concepts are viewed in relation to three subdomains of PCK: knowledge of content and curriculum (KCC), knowledge of content and students (KCS) and knowledge of content and teaching (KCT).

Originality/value

Bringing out the difference between “presumed critical aspect” and “explored critical aspects” advances the view that critical aspects are dynamic and emergent in practice – in the interaction between teaching and student learning. The research exposes “explored critical aspects” as a specific form of PCK in which KCC, KCS and KCT are intertwined.

Details

International Journal for Lesson and Learning Studies, vol. 8 no. 3
Type: Research Article
ISSN: 2046-8253

Keywords

Article
Publication date: 23 July 2019

Angelika Kullberg, Anna Vikström and Ulla Runesson

The purpose of this paper is to add to the discussion about practitioner research in schools – by addressing mechanisms and systematic strategies based on theory in a research…

Abstract

Purpose

The purpose of this paper is to add to the discussion about practitioner research in schools – by addressing mechanisms and systematic strategies based on theory in a research model, which enables the creation of knowledge products that enhance student learning and are sharable between teachers.

Design/methodology/approach

The research question is the following: Can a specific form of teachers’ research produce practice-based knowledge relevant beyond the borders of the local school context? This question is addressed through empirical examples from previously published papers on learning studies in natural sciences, mathematics and language.

Findings

This paper promotes the view that teachers in learning studies can create practical public knowledge relevant beyond their local context. The authors suggest that learning studies and variation theory can offer teachers mechanisms to create such public knowledge.

Originality/value

The paper proposes that teachers’ collaboration in professional learning communities, as in a learning study, not only has the capacity to increase students’ and teachers’ learning, but it can also be used to create practical public knowledge.

Details

International Journal for Lesson and Learning Studies, vol. 9 no. 1
Type: Research Article
ISSN: 2046-8253

Keywords

Article
Publication date: 10 December 2019

Anders Nersäter

The purpose of this paper is to convey findings of how a source-based unit in history can be designed and implemented on the basis of identified critical aspects using principles…

Abstract

Purpose

The purpose of this paper is to convey findings of how a source-based unit in history can be designed and implemented on the basis of identified critical aspects using principles from variation theory set in relation to a specific didactical framework. This paper also reports on the learning outcomes of implementing such a design.

Design/methodology/approach

Data were generated in the context of learning study research undertaken in collaboration with teachers within upper secondary school. The paper uses data from pre- and post-assignments and research lessons for one of the participating teachers and his class.

Findings

Findings show that if the design and implementation of a source-based unit is informed by critical aspects, teachers have improved prospects to enhance students’ ability to interpret and evaluate sources. This is achieved by applying a didactical framework consisting of orientation, template practice and dialogues, allowing these aspects to be addressed several times under different arrangements.

Originality/value

Few studies have considered the implications of student conceptions for the design of source-based history instruction. This paper contributes with a proposal for a design informed by critical aspects and also investigates the learning outcomes of implementing such instructions.

Details

International Journal for Lesson and Learning Studies, vol. 9 no. 2
Type: Research Article
ISSN: 2046-8253

Keywords

Article
Publication date: 1 November 2003

Nandish V. Patel

Describes the holistic approach to learning and teaching interaction which has been taught on undergraduate and postgraduate degrees and doctoral programmes. The holistic approach…

6205

Abstract

Describes the holistic approach to learning and teaching interaction which has been taught on undergraduate and postgraduate degrees and doctoral programmes. The holistic approach develops students to be critical, confident and independent; aims to make learning a process of self‐improvement that explicitly recognizes the self and the social context of learning and teaching, and recognizing the needs of the individual learner in the interaction. Its premise is that the social context of the interaction is significant. It recognizes that the exchanges that take place within this social action are the foundation for developing critical learners, thus including experiential knowledge of learners and teachers to improve the quality of the teaching situation and levels of achievement of learners. Kelly’s Personal Construct Theory is invoked to explain how the holistic approach leads to the development of learners as critical thinkers. The result of practising the holistic approach has been sustained high levels of student attendance at lectures and seminars, improved progression, and appreciative and satisfied cohorts.

Details

International Journal of Educational Management, vol. 17 no. 6
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 4 January 2016

Constanta Olteanu

– The purpose of this paper is to present a model for supporting and increasing teachers’ reflection process.

1181

Abstract

Purpose

The purpose of this paper is to present a model for supporting and increasing teachers’ reflection process.

Design/methodology/approach

The model is grounded in two concepts from variation theory: critical aspects and dimensions of variation. Those concepts are related to the concepts of reflection in-, on- and for-action. Analysis of data allows for determination of what kind of reflection is used in teachers’ professional development (PD) and the teachers’ perceptions of the relevance and usefulness of the PD.

Findings

The results show that, using the concepts of critical aspects and dimensions of variation, teachers practiced reflection in-, on- and for-action in a non-dualistic way.

Practical implications

The preliminary results confirm that the teachers change their behaviours, through reflection processes, if they have the opportunity to focus on the object of learning and to use research results found in mathematics education in order to open up dimensions of variation in the identified critical aspects.

Social implications

The design of algebra modules, according to concepts from variation theory and the reflection process, is the main result of this study. The model used in creating the modules has the potential for supporting and increasing teachers’ reflection process.

Originality/value

A conceptual model of work practice evolution is proposed. The model is conceived as an intermediary between models of reflection, action at work and models of organisational teaching in the classroom. It considers work practices as evolving through confrontations between critical aspects, action in context, reflections in-, on- and for-action. The author advocate that the use of the presented methodology is not only inevitable but also vital to improve teachers’ PD.

Details

International Journal for Lesson and Learning Studies, vol. 5 no. 1
Type: Research Article
ISSN: 2046-8253

Keywords

Article
Publication date: 13 July 2015

Eva Björkholm

Knowledge concerning the meaning of the object of learning is an important contribution of Learning study. The purpose of this paper is to generate this kind of knowledge and show…

Abstract

Purpose

Knowledge concerning the meaning of the object of learning is an important contribution of Learning study. The purpose of this paper is to generate this kind of knowledge and show how it can be developed and refined in the different phases of a Learning study.

Design/methodology/approach

The paper reports on a Learning study in primary technology education conducted with students aged six to seven years old, with the aim to explore a specific object of learning; to construct a linkage mechanism for transferring and transforming movement.

Findings

The findings show several aspects to discern by the learner in order to grasp the object of learning and reveal how this knowledge was gradually developed during the Learning study. The presumed aspects, those identified in the pre- and post-test, as well as how they were elaborated in the lesson contributed to refining the meaning of the object of learning.

Originality/value

In Learning study, knowledge concerning the meaning of the object of learning is generated. By empirically demonstrating the development and specification of this knowledge during a Learning study, this paper will contribute to the discussion of knowledge products from Learning studies as well as to knowledge concerning what there is to know in order to develop a specific capability in technology education.

Details

International Journal for Lesson and Learning Studies, vol. 4 no. 3
Type: Research Article
ISSN: 2046-8253

Keywords

Article
Publication date: 12 October 2015

Marie Björk and Gunilla Pettersson-Berggren

The purpose of this paper is to investigate what might be relevant to younger children’s understanding of a number line and how teaching can be designed according to variation…

Abstract

Purpose

The purpose of this paper is to investigate what might be relevant to younger children’s understanding of a number line and how teaching can be designed according to variation theory to give pupils the opportunity to develop an understanding of the number line as a tool for mathematical thinking.

Design/methodology/approach

A Learning Study was conducted by mathematics teachers at Sjöstadsskolan in Stockholm. Variation theory was used as a theory of learning. In order to use the number line as a tool in mathematical thinking, pupils have to discern what is important for this form of representation of the numeral system. Critical aspects from other studies with similar learning objects have been taken into consideration for pre-test design. These aspects supplemented and enhanced the analysis of the results and the results were consistent with earlier learning studies’.

Findings

Four critical features, for younger pupils’ understanding of how the number line can be constructed, have been established in the study: the number line can have a different range (e.g. 0-20 or 30-60), correlation between the distance and value, two reference points are needed to place a third number and determine the scale, and the correlation between a part and whole.

Originality/value

Learning Study is emphasized as a powerful and structured model for teacher driven research aiming to develop the praxis. The use of experiences and results from other studies is recommended.

Details

International Journal for Lesson and Learning Studies, vol. 4 no. 4
Type: Research Article
ISSN: 2046-8253

Keywords

Article
Publication date: 10 July 2017

Sydney Enock Msonde and Charles Enock Msonde

There have been ideological variations in the understanding of student-centered learning (SCL), culminating in varied practices of SCL across the world. The purpose of this paper…

Abstract

Purpose

There have been ideological variations in the understanding of student-centered learning (SCL), culminating in varied practices of SCL across the world. The purpose of this paper is to explore the impact of learning study on teachers’ appropriation of the conditions for learning in SCL lessons.

Design/methodology/approach

Three secondary school mathematics teachers in Tanzania formed a learning study group, guided by the theory of variation, to share their experience of how to engage learners in experiencing critical aspects of the object of learning. In-depth interviews, records of teachers’ lesson preparation meetings, and students’ tests were tools used to collect data. All of the qualitative data were analyzed using a phenomenographic variation framework and coding strategies. Moreover, a paired sample t-test was used to analyze the students’ pre- and post-test results.

Findings

The results show that teachers were able to identify critical aspects of two objects of learning for mathematics and create conditions for engaging learners in experiencing those aspects sequentially and simultaneously. There was strong evidence that the theory of variation as a framework helps teachers to learn effective ways of creating conditions for students to appropriate features of the objects of learning for mathematics as well as developing a new SCL pedagogical framework.

Originality/value

This study suggests that using learning study guided by the theory of variation supports teachers’ appropriation of the conditions for student learning within an SCL framework.

Details

International Journal for Lesson and Learning Studies, vol. 6 no. 3
Type: Research Article
ISSN: 2046-8253

Keywords

Article
Publication date: 2 January 2018

Guy Durden

The purpose of this paper is to identify teachers’ conceptions of learning study in order to provide the basis for an application of phenomenography/variation theory (PVT) to the…

Abstract

Purpose

The purpose of this paper is to identify teachers’ conceptions of learning study in order to provide the basis for an application of phenomenography/variation theory (PVT) to the improvement of teachers’ learning about learning study.

Design/methodology/approach

A phenomenographic study based on semi-structured interviews with 18 beginner teachers of business and economics in England taking part in a learning study during their initial teacher education.

Findings

The study identified five conceptions of learning study and five associated critical aspects. Results raise questions about the relationship between the process and instructional design elements of learning study.

Originality/value

The study offers a framework for exploring differences in the quality of learning studies and the relationship between teacher conceptions of learning study and the degree of conceptual change in students in a learning study. It also enables facilitator/researchers to design and manage interventions to develop teacher understanding of learning study that are consistent with the principles of PVT.

Details

International Journal for Lesson and Learning Studies, vol. 7 no. 1
Type: Research Article
ISSN: 2046-8253

Keywords

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