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Learning study as a way to inquire the meaning of knowing what is to be known: The meaning of knowing how to construct a linkage mechanism. Discering aspects of the object of learning by analyzing classroom interactions
KTH, School of Education and Communication in Engineering Science (ECE), Learning, Teknikdidaktik.ORCID iD: 0000-0002-5477-7048
Stockholms Universitet.
2013 (English)In: Lesson and learning study as teacher research, 2013Conference paper, Abstract (Refereed)
Abstract [en]

This presentation describes a Learning Study within primary technology education focusing on the capability to construct a specific linkage mechanism. What one has to know in order to be able to construct a linkage mechanism is, however, not self-evident. The study reported here explores the meaning of this specific knowing. The study was conducted in collaboration with two primary school teachers and their two classes (children aged 6-7 years). Throughout the whole study step by step, starting with the analysis of the pre-test, followed by three cycles of planning and evaluation of research lessons, and the analysis of post-test, the meaning of the object of learning was specified (Marton & Pang, 2006; Carlgren, 2012). The presentation will focus on knowledge generated from the video recorded lessons by analyzing the classroom interactions and students’ difficulties that were made visible through these interactions. Teacher-student interactions as well as student-student interactions were analyzed. By analyzing students’ difficulties regarding the specific object of learning, critical aspects of the expected knowing were discerned and in this way the meaning of knowing what is expected to be known was made explicit. The results are presented in the form of critical aspects of what it means to know how to construct a linkage mechanism for this group of students. The critical aspects identified in the pre-test were further elaborated in the research lessons and by analyzing the classroom interactions in terms of student difficulties, additional aspects that were critical for students’ learning were identified. By gradually identifying the critical aspects, the collective understanding of the meaning of the object of learning was developed and specified.

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URN: urn:nbn:se:kth:diva-129595OAI: diva2:653041
The World Association of Lesson Studies (WALS) International Conference; Gothenburg, Sweden, September 6-9, 2013

QC 20140429

Available from: 2013-10-02 Created: 2013-10-02 Last updated: 2014-04-29Bibliographically approved

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