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Göteborgs universitets publikationer

Multiple theoretical spaces as analytical strategy in researching classroom interaction

Författare och institution:
Maria Berge (-); Åke Ingerman (Institutionen för didaktik och pedagogisk profession)
Publicerad i:
The ECER 2012 conferece, Cádiz, Spain, 18-21 September as part of the symposium "Using Multiple Theoretical Lenses to Investigate Teaching and Learning: Challenges and Benefits of Different Approaches in Different Domains",
Konferensbidrag, refereegranskat
Sammanfattning (abstract):
What are the challenges and benefits of multiple theories within a single study to promote our understanding of learning? In this paper a study of university students solving physics problems, different theories were purposefully applied in a series of stratified analyses. Level one employing phenomenography and variation theory, level two using positioning theory and level three making use of the techniques of conversation analysis. We propose that these three analytical perspectives are complementary rather than commensurable, because they are not referring to the same data, even though the data they reference is derived from the same social setting, situation and event. Consequently, any ontological mismatch does not matter since the different perspectives do not address the same issues - they do not even exist in the same theoretical space.
Ämne (baseras på Högskoleverkets indelning av forskningsämnen):
Utbildningsvetenskap ->
Utbildningsvetenskap ->
Didaktik ->
Subject didactics
Postens nummer:
Posten skapad:
2012-10-11 15:44
Posten ändrad:
2012-10-11 15:46

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