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Att lägga en TIG-svets: En learning study baserad på CAVTA
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Physics (from 2013), Science, Mathematics and Engineering Education Research. (SMEER)ORCID iD: 0000-0003-3440-8074
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).ORCID iD: 0000-0002-2231-6386
2020 (Swedish)In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 8, no 1, p. 29-54Article in journal (Refereed) Published
Abstract [sv]

Denna artikel beskriver en learning study om hur svetsundervisning kan utvecklas med hjälp av samtalsanalys och variationsteori. Kombinationen av teorierna har vi valt att kalla CAVTA (Conversation Analysis and Variation Theory Approach) och i artikeln visar vi exempel på hur CAVTA används som en undervisningsteori för att synliggöra undervisningsinnehållet i interaktionen mellan lärare och elever med fokus på lärandeobjektet att lägga en TIG-svets. Studien har genomförts i tre iterativa cykler i ett samarbete mellan två forskare och en svetslärare på industritekniska programmet. Resultaten visar på hur man systematiskt kan arbeta med att utveckla svetsundervisning på vetenskaplig grund och hur detta kan bidra till att synliggöra innehållet för elever och att etablera en gemensam förståelse för det som undervisas om.

Abstract [en]

This article describes a learning study on how to develop welding teaching with the help of conversation analysis and variation theory. We have choosen to call this combination of theories CAVTA (Conversation Analysis and Variation Theory Approach) and in this article, we show examples of how the theories are used, combined together, as a teaching theory. This combination contributes to make the teaching content visible in the interaction between teacher and students in the teaching situation, in relation to making a TIG-weld as the object of learning. The study was conducted in three iterative cycles in a collaboration between two researchers and a welding teacher. The results show how teaching in welding can be developed on a scientific basis and how the object of learning can be made visible in the interaction.

Place, publisher, year, edition, pages
Stiftelsen SAF i samverkan med Lärarförbundet , 2020. Vol. 8, no 1, p. 29-54
Keywords [en]
CAVTA, Conversation analysis, Variation theory, Learning study, Practice-based educational research, Welding teaching
Keywords [sv]
CAVTA, gymnasial yrkesutbildning, learning study, praktiknära forskning, praktiskt kunnande, samtalsanalys, svetsundervisning, variationsteori
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
URN: urn:nbn:se:kau:diva-78496OAI: oai:DiVA.org:kau-78496DiVA, id: diva2:1443388
Projects
Konsten att lära sig svetsa (Skolfi)
Funder
Swedish Institute for Educational Research, 2017-00056Available from: 2020-06-18 Created: 2020-06-18 Last updated: 2024-07-04Bibliographically approved

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Att lägga en TIG-svets – en learning study baserad på CAVTA

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Kilbrink, NinaAsplund, Stig-Börje

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