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Multiple theoretical spaces as analytical strategy in researching classroom interaction
Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
Göteborgs universitet.
2012 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

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.

Place, publisher, year, edition, pages
2012.
Keyword [en]
multiple theoretical spaces, classroom interaction
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:umu:diva-62025OAI: oai:DiVA.org:umu-62025DiVA: diva2:574134
Conference
ECER 2012, Cádiz, Spain, 18 - 21 September 2012
Available from: 2012-12-04 Created: 2012-12-04 Last updated: 2013-06-14Bibliographically approved

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Berge, Maria

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CiteExportLink to record
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  • apa
  • ieee
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