scholarly journals The Learning Study Process –A Collaborative Way to Develop the Use of Contrast of Critical Aspects in Preschool Educational Practice

2012 ◽  
Vol 3 (1) ◽  
Author(s):  
Agneta Ljung-Djärf
Keyword(s):  
Educational Practice ◽  
Learning Study ◽  
Study Process ◽  
Critical Aspects

What matters in student-centered learning? Managing conditions for students to appropriate the object of learning

2017 ◽  
Vol 6 (3) ◽  
pp. 233-248 ◽  
Author(s):  
Sydney Enock Msonde ◽  
Charles Enock Msonde
Keyword(s):  
Learning Study ◽  
Student Centered ◽  
Student Centered Learning ◽  
Content Type ◽  
Conditions For Learning ◽  
Post Test ◽  
Theory Of Variation ◽  
The Impact ◽  
Depth Interviews ◽  
Critical Aspects

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.

Teachers developing teaching

2015 ◽  
Vol 4 (4) ◽  
pp. 383-400 ◽  
Author(s):  
Marie Björk ◽  
Gunilla Pettersson-Berggren
Keyword(s):  
Design Methodology ◽  
Mathematical Thinking ◽  
Number Line ◽  
Learning Objects ◽  
Reference Points ◽  
Variation Theory ◽  
Test Design ◽  
Learning Study ◽  
Content Type ◽  
Critical Aspects

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.

Learning study, economics and cognitive bias: what is the object of learning?

2015 ◽  
Vol 4 (3) ◽  
pp. 288-301 ◽  
Author(s):  
Keith Wood ◽  
Crystal Lu ◽  
Vincent Andrew
Keyword(s):  
High School ◽  
High School Students ◽  
Cognitive Bias ◽  
Supply And Demand ◽  
Learning Study ◽  
Consumer Decision Making ◽  
School Students ◽  
Content Type ◽  
Economic Concept ◽  
Critical Aspects

Purpose – The purpose of this paper is to report how teachers have engaged in a Learning Study to develop, from the experience of their students, an object of learning which has important implications for pedagogy. Design/methodology/approach – This paper uses a Learning Study of the economic concept of price over three cycles with varying groups of high school students which explored the effect of context and cognitive bias on the learners’ understanding of the object. Findings – The object of learning has the following critical aspects: the attributes of the commodity, the exchange mechanism (e.g. the market structure) and consumer rationality. This finding enriches the critical aspects – supply and demand – of the object of learning price found in the current Learning Study literature and current high school textbooks. Originality/value – Making explicit the variation between mainstream and behavioural models of economic phenomena helps learners to see what is critical – to see the potential and the limitations of those models for understanding the world and acting within it. Without sight of an alternative model it is impossible for the learner to distinguish between the mainstream model of supply and demand and what it purports to describe. Without behavioural dimensions, economics may not appear relevant to consumer decision-making.

scholarly journals Study and Research Paths to Improve Web-Based Inquiry Learning: Study Case of an ICT Course in Engineering

2021 ◽  
Vol 11 (12) ◽  
pp. 772
Author(s):  
Andreu Moreno ◽  
Elena Bartolomé
Keyword(s):  
Information And Communication Technologies ◽  
Inquiry Learning ◽  
The Internet ◽  
Learning Study ◽  
Search Activity ◽  
Web Based ◽  
Traditional Course ◽  
Information Research ◽  
Questions And Answers ◽  
Study Process

Many active, inquiry-based learning activities nowadays rely upon the students’ capacity to perform efficient information research on the Internet. Study and Research Paths (SRPs) have been proposed to model inquiry learning, and successfully used as teaching formats in different areas. In an SRP the search for an answer to a generating question (Q0) leads to a sequence of derived questions and answers, which are modeled using a Q–A map. We have investigated the benefits of using SRPs and Q–A maps to improve Web-based inquiry learning. We designed an SRP for a course on Information and Communication Technologies (ICT), belonging to an Engineering degree. The class-session SRPs revolved around Q0 questions such as ‘What is a «firewall»?’, ‘What are the main features of 5G?’ etc. Our results, based on the analysis of six courses conducted between 2015/16–2020/21, show that the SRP is an enriching tool for learning ICT: content expands beyond that of the traditional course and is maintained up-to-date. Students are engaged and motivated by the active-search activity. In addition, the SRP helps in improving the students’ skills in searching and selecting information on the Internet. The Q–A maps served both the students, to structure their Web inquiry, and the teacher, to monitor the learning study process.

scholarly journals Teknik i de tidiga skolåren – om vad det innebär att kunna konstruera en länkmekanismTechnical knowing in the early school years – A learning study of the meaning of knowing how to construct a linkage mechanism

2015 ◽  
Vol 11 (1) ◽  
pp. 35-53 ◽  
Author(s):  
Eva Björkholm
Keyword(s):  
Lesson Study ◽  
Learning Study ◽  
Linkage Mechanism ◽  
Primary School Teachers ◽  
Early School ◽  
Post Test ◽  
Preschool Class ◽  
Grade One ◽  
Different Characteristics ◽  
Critical Aspects

This study within primary technology education aims at exploring the capability to construct a specific linkage mechanism. The study reported was integrated in a Learning study, a kind of design experiment inspired by the Japanese Lesson Study, and was carried out in collaboration with two primary school teachers and their two classes, a preschool class and a grade one class. The study reports on the analysis of the video-recorded pre- and post-test. The tests were analysed phenomenographically resulting in four categories describing qualitatively different ways of experiencing the object of learning. The categories were then analysed in terms of critical aspects, describing aspects necessary to discern for this group of students in order to learn how to construct a linkage mechanism. The result indicates the importance of discerning the two joints and their different characteristics in terms of a fixed and a moving joint as well as the placement of the moving joint in relation to the resulting movement.

scholarly journals Sources of Pedagogical Experience in the Study Process

2015 ◽  
Vol 1 ◽  
pp. 241
Author(s):  
Alīda Samuseviča
Keyword(s):  
Higher Education ◽  
Prospective Teachers ◽  
Social Constructivism ◽  
Educational Practice ◽  
The Public ◽  
Pedagogical Expertise ◽  
Professional Careers ◽  
Conscious Process ◽  
Study Process

The publication describing the studies in the education of prospective teachers, raises student learning as important and purposeful, constructive and conscious process of experience formation in the institution of higher education. Individual achievements in professional careers are based on the quality of acquired education and personality’s competitiveness in the labor market. Studies in the institution of higher education are an imposing source and means for advancement of future teacher's professional identity and pedagogical expertise, whose potential opportunities according to the cognitions of pedagogy theory of social constructivism are not fully applied in practice. In order to meet the public demand for excellence and creativity in educational practice at school, there is a need for a qualified and skilled educator. The objective of this paper is to describe student, prospective teacher sources of formation of pedagogical experience and their developing potential in the study process within the institution of higher education.

scholarly journals Supporting Scholarly Thinking in a Nordic Teacher Education Webinar Practice

2019 ◽  
Vol 16 (2) ◽  
pp. 71-85
Author(s):  
Linda Reneland-Forsman ◽  
◽  
Maria Magnusson ◽  
Keyword(s):  
Teacher Education ◽  
Professional Training ◽  
Educational Practice ◽  
Academic Discourse ◽  
Variation Theory ◽  
Student Reasoning ◽  
The Status ◽  
Communicative Actions ◽  
Critical Aspects

With this study we have a twofold aim. Firstly, to develop a model for identifying and analyzing the status of students' scholarly thinking, and secondly to design and evaluate an educational practice with the aim of supporting these skills. A series of webinars connected researchers and students from Finland, Norway and Sweden and gave the students access to an authentic Network of researchers, otherwise not accessible to them. The webinars were recorded and an analysis, inspired by variation theory, were conducted in order to identify signs of scholarly thinking in student reasoning when discussing students' final thesis. Findings were then used to construct a model for identifying variations of scholarly thinking as qualities of scholarly discernment, identified in students’ communicative actions. Two critical aspects for stimulating scholarly thinking during webinars emerged from data. First the diversity of language and knowledge and secondly, a more informal framing. A carefully staged webinar using these two critical aspects, offers a socialization of students in professional training, to an academic discourse where the production and evaluation of knowledge is part of students’ identity and constantly debated.

Transforming new curriculum objectives into classroom instruction with the aid of learning studies

2015 ◽  
Vol 4 (4) ◽  
pp. 401-415 ◽  
Author(s):  
Per Selin ◽  
Mona Holmqvist Olander
Keyword(s):  
Learning Outcomes ◽  
Classroom Instruction ◽  
Local Context ◽  
Variation Theory ◽  
Learning Study ◽  
Formal Curriculum ◽  
Content Type ◽  
Collective Work ◽  
Knowledge Content ◽  
Study Process

Purpose – The purpose of this paper is to report a case study that qualitatively describes and analyses teachers’ discussions when planning and evaluating lessons under supervision, and what is described is the focus on their reasoning, the activities decided upon and how they decided to assess the pupils’ learning outcomes when transforming formal curriculum objectives for English as a foreign language (EFL) into classroom instruction. The effect of this transformation, expressed in different ways of designing lessons, is evaluated by assessing the pupils’ learning outcomes. Design/methodology/approach – The content analysis is based on variation theory. An iteratively designed method, the learning study, is used and data from five teacher meetings in this iterative process is analysed. Findings – The analysis shows that the areas the teachers focus on initially are: implementation (activities); content; and pupils’ knowledge, prioritised in this order, even if they partly seem to be intertwined and handled as a whole, with the three different areas being put in the foreground or background during the learning-study process. In the later part of the process, the perspective has changed to a focus on: pupils’ knowledge; content; and implementation (activities). Originality/value – The findings in this paper suggest to teachers a way to implement a formal curriculum in a local context. The authors also argue for the importance of collective work in this process.

scholarly journals CAMPUR KODE DALAM PROSES BELAJAR-MENGAJAR DI MADRASAH TSANAWIYAH NEGERI SATUI (THE CODE MIXING IN TEACHING AND LEARNING PROCESS AT MADRASAH TSANAWIYAH NEGERI SATUI)

2018 ◽  
Vol 3 (2) ◽  
pp. 292
Author(s):  
Lilik Yulianti
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Learning Study ◽  
Language Background ◽  
Code Mixing ◽  
Reading Technique ◽  
Correct Reading ◽  
Study Process ◽  
Quantitative Descriptive ◽  
Item Item

AbstractThe Code Mixing in Teaching and Learning Process at Madrasah Tsanawiyah NegeriSatui. This research aims to get the data and information about the code mixing inlearning study process at Madrasah Tsanawiyah Negeri in Satui. The method used inthis research with quantitative descriptive. Source of data in this research is oral utteranceof student and teacher in learning study process of code mixing form and field notedata of interview about cause of code mixing, function and code mixing in the learningstudy.The instrument used to collect the data was correct reading technique (perceptionor observation) and capable technique (interview),The result of this research was atcode mixing in learning study process at Madrasah Tsanawiyah of Satui conducted bystudent and teacher have same Ianguage background, that is Language of Banjar.Code mixing in the form of mingling morphology code, frase, and clause. Cause factorof code mixing for example equation of language background, habit, environmental,easy going, freshmen. Code mixing function for example watering down to submitquestion, answer, or comments about learning items; guarantying of friendliness; addingbravery to converse.Keywords: code mixing, learning study processAbstrakCampur Kode dalam Proses Belajar-Mengajar di Madrasah Tsanawiyah Negeri Satui.Penelitian ini bertujuan untuk mendapatkan data dan informasi tentang campur kodedalam proses belajar-mengajar di Madrasah Tsanawiyah Negeri Satui. Metode yangdigunakan dalam penelitian ini adalah deskriptif kuantitatif. Sumber data dalampenelitian ini adalah ucapan lisan siswa dan guru dalam proses belajar-mengajartentang bentuk campur kode dan data catatan lapangan dari wawancara tentangpenyebab campur kode, fungsi pencampuran dan campur kode dalam. Instrumen yangdigunakan untuk mengumpulkan data yang benar teknik membaca (persepsi atauobservasi) dan teknik wawancara. Hasil penelitian ini berada di campur kode dalamproses belajar-mengajar di Madrasah Tsanawiyah Satui dilakukan oleh siswa danguru berlatar belakang bahasa yang sama, yaitu Bahasa Banjar. Pencampuran dalambentuk berbaur kode morfologi , frase , dan klausa Code. Faktor penyebab campurkode misalnya persamaan latar belakang bahasa, kebiasaan, lingkungan, easy going,. Fungsi campur kode misalnya mempermudah untuk mengirimkan pertanyaan, jawaban,atau komentar tentang item-item pembelajaran, menjamin keramahan, menambahkeberanian untuk berkomunikasi.Kata-kata kunci: campur kode, proses belajar-mengajar

Exploring gender habits: A practical epistemology analysis of exergaming in school

2018 ◽  
Vol 25 (4) ◽  
pp. 1176-1192 ◽  
Author(s):  
Ninitha Maivorsdotter ◽  
Mikael Quennerstedt
Keyword(s):  
Educational Practice ◽  
Video Gaming ◽  
Single Sex ◽  
Audio Recordings ◽  
Video And Audio ◽  
Gender Groups ◽  
Practical Epistemology ◽  
Mixed Gender ◽  
Transactional Approach ◽  
Critical Aspects

Digitisation is an ongoing process in society as well as in physical education (PE) and research has identified digital technologies as a trend that influences the PE curriculum. A number of studies have explored the topic from different angles, although very few have empirically looked at the critical aspects of digitised PE in educational practice. This is particularly striking when it comes to issues of gender. Against this background, the aim of the paper is to explore gender habits in a digitised PE practice. A transactional approach, drawing on the work of the pragmatist feminist Shannon Sullivan, is used in the study. The data consists of video- and audio-recordings of ongoing video gaming organised by the PE teacher. A practical epistemology analysis is employed to explore the teenagers’ gender habits in depth. In the analysis, it is clear that the use of exergames in school reinforces traditional gender habits, rather than weakening them. This is particularly evident when the teenagers play in single sex groups. This is also the case when playing in mixed gender groups, although here some changes in gender habits can be identified. However, gender habits are not easily transformed and the findings support the argument that deliberate teaching is important when issues of gender are raised in practice.

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