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Transforming a practice-based problem into research questions

Transforming a practice-based problem into research questions This paper describes and discusses aspects that affect research questions in a practice-based research study, where learning study is used as a framework. The purpose of this paper is to contribute to understanding of the process where teachers and a researcher collaborate in transforming practical teaching problems into research questions.Design/methodology/approachA case study is conducted. Data consist of field notes, logbooks, manuscripts and conference papers from two learning studies conducted in grade 4 by three teachers and one researcher, and notes from meetings in a subject-teacher group at the school. The analysis focuses on how the research questions emerge and change in relation to discussions among teachers and in the research group of teaching, previous research and learning theory.FindingsQuestions about students’ discernment of the structure in the base-ten system emerged in learning study 1 and in the subject-teacher group. Discussions of previous research and the didactical theory learning activity transformed the research questions in learning study 2, into focusing students’ theoretical knowledge, examining general structures in the base system, using learning models as tools. Conditions for identification of specific teaching problems and alternative theory in a learning study are discussed.Originality/valueThe explicit example where research questions are transformed can be used in further discussions and methodological questions regarding formulation of research questions in educational research. Discussions, specifically of transforming research questions, when learning study is used may be promoted. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal for Lesson and Learning Studies Emerald Publishing

Transforming a practice-based problem into research questions

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References (19)

Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
2046-8253
DOI
10.1108/ijlls-08-2018-0059
Publisher site
See Article on Publisher Site

Abstract

This paper describes and discusses aspects that affect research questions in a practice-based research study, where learning study is used as a framework. The purpose of this paper is to contribute to understanding of the process where teachers and a researcher collaborate in transforming practical teaching problems into research questions.Design/methodology/approachA case study is conducted. Data consist of field notes, logbooks, manuscripts and conference papers from two learning studies conducted in grade 4 by three teachers and one researcher, and notes from meetings in a subject-teacher group at the school. The analysis focuses on how the research questions emerge and change in relation to discussions among teachers and in the research group of teaching, previous research and learning theory.FindingsQuestions about students’ discernment of the structure in the base-ten system emerged in learning study 1 and in the subject-teacher group. Discussions of previous research and the didactical theory learning activity transformed the research questions in learning study 2, into focusing students’ theoretical knowledge, examining general structures in the base system, using learning models as tools. Conditions for identification of specific teaching problems and alternative theory in a learning study are discussed.Originality/valueThe explicit example where research questions are transformed can be used in further discussions and methodological questions regarding formulation of research questions in educational research. Discussions, specifically of transforming research questions, when learning study is used may be promoted.

Journal

International Journal for Lesson and Learning StudiesEmerald Publishing

Published: Jun 25, 2019

Keywords: Mathematics; Learning study; Teacher research; Learning activity; Research questions

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