Search results

The purpose of this paper is to describe the collective exploration, process and knowledge production made in a learning study about solution chemistry.

Secondary school teachers conducted a learning study with variation theory as a guiding principle, supervised by a researcher. The relationship between teaching and learning was analyzed and evaluated in a learning study cycle of three lessons.

Critical aspects when teaching solution chemistry were identified, as well as enacted patterns of variation that significantly improved students’ learning. Examples of critical aspects were the particulate character of matter, especially the feature of “empty space” between particles, the connection between macroscopic phenomenon and sub‐microscopic explanations and the difference between answers with everyday language and scientific language.

The paper suggests that teachers in a learning study can produce new knowledge as well as use earlier research results when creating teaching activities that can improve their own practical work and students’ learning.

The study represents an example of research with the aim to improve teachers’ practice by generating knowledge in connection with teachers’ professional tasks.

Knowledge concerning the meaning of the object of learning is an important contribution of Learning study. The purpose of this paper is to generate this kind of knowledge and show how it can be developed and refined in the different phases of a Learning study.

The paper reports on a Learning study in primary technology education conducted with students aged six to seven years old, with the aim to explore a specific object of learning; to construct a linkage mechanism for transferring and transforming movement.

The findings show several aspects to discern by the learner in order to grasp the object of learning and reveal how this knowledge was gradually developed during the Learning study. The presumed aspects, those identified in the pre- and post-test, as well as how they were elaborated in the lesson contributed to refining the meaning of the object of learning.

In Learning study, knowledge concerning the meaning of the object of learning is generated. By empirically demonstrating the development and specification of this knowledge during a Learning study, this paper will contribute to the discussion of knowledge products from Learning studies as well as to knowledge concerning what there is to know in order to develop a specific capability in technology education.