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How to analyse and evaluate learning outcome in a Social Studies Learning Study
Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).ORCID iD: 0000-0001-7527-0011
2013 (English)Conference paper, Oral presentation only (Other academic)
Abstract [en]

The issue of this paper is to explore the possibilities within Learning Study to estimate accomplished learning by students when used as subject didactic research by teachers of Social Studies. Stiegler and Hiebert suggest Lesson Study as a model for collaborative, teacher lead subject matter research for developing teaching practise (1999). Learning Study is developed from Lesson Study as a circle of iterative research lessons, based on explicit theories of learning for planning and analysing the research lessons as well as the learning outcome. The paper takes as its point of departure three Learning Studies in Social Studies at upper secondary level. The studies were completed within a research project aiming to explore the nature of the subject knowledge of the ability to use different principles of Justice when analysing a problem. Variation theory (Marton & Booth, 1997; Lo, 2012) and Activity Theory (Matusov, 2000) were used as theoretical ground for planning and analysing. 

Learning Study as an approach for subject didactic research as a clinical research (Carlgren, 2012) which focuses on knowledge production concerning subject didactics has to meet the question of how to evaluate the produced learning outcome in a Learning Study.  A lot of reported Learning Studies focuses on reporting the results from research lessons in terms of percental change in test scores and/or in number of students reaching the intended learning outcome, a methodological tradition originally from the Design Experiment  (Cobb et. al., 2003) concept, with a pre- and post-test. The paper addresses and discuss the issue of how to understand and assess complex learning objects in Social Studies education. How are teachers treating these results and the tests that produce them? How are intended learning objects interpreted into questions for tests? How do teachers handle the fact that their own conception of the learning object changes during and due to the Learning Study, and how does this affect the way we assess the learning outcome?

Place, publisher, year, edition, pages
2013.
Keywords [en]
Learning Study, learning object, assessment, Social Studies, subject didactic research, Learning Study as research approach, Civic education
National Category
Didactics
Research subject
Subject Learning and Teaching
Identifiers
URN: urn:nbn:se:su:diva-178867OAI: oai:DiVA.org:su-178867DiVA, id: diva2:1392209
Conference
World Association of Lesson and Learning Studies (WALS), Gothenburg, Sweden, September 6-9, 2013
Available from: 2020-02-06 Created: 2020-02-06 Last updated: 2020-02-21Bibliographically approved

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CiteExportLink to record
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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
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Language
  • de-DE
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  • en-US
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  • nn-NO
  • nn-NB
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Output format
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