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  • 1.
    Bruun, Jesper
    et al.
    University of Copenhagen, Denmark.
    Lindahl, Mats
    Linnaeus University, Faculty of Health and Life Sciences, Department of Chemistry and Biomedical Sciences.
    Linder, Cedric
    Uppsala University, Sweden;University of the Western Cape, South Africa.
    Network analysis and qualitative discourse analysis of a classroom group discussion2019In: International Journal of Research and Method in Education, ISSN 1743-727X, E-ISSN 1743-7288, Vol. 42, no 3, p. 317-339Article in journal (Refereed)
    Abstract [en]

    A new methodology is proposed for qualitative discourse analysis (QDA) aimed at gaining enhanced insights into learning possibilities and indicators that arise during classroom group discussions. The constitution of this new methodology has two principle components: a discourse analysis approach that aims to identify the relationships between content and group dynamics; and a network analysis (NA) approach that uses the same data to identify meaning-related structural dynamics found in the data. The proposed methodology pairs these two components to create a supplementary iterative interchange that facilitates the attainment of greater analytic insights than are achievable by either of the two components individually. The critical aspects of the methodology are illustrated and discussed using real classroom data in ways that provide a procedural exemplar. The strengths and limitations of the proposed methodology are also discussed.

  • 2.
    Hallesson, Yvonne
    et al.
    Uppsala University.
    Visén, Pia
    Municipality of Ovanåker.
    Intertextual content analysis: An approach for analysing text-related discussions with regard to movability in reading and how text content is handled2018In: International Journal of Research and Method in Education, ISSN 1743-727X, E-ISSN 1743-7288, Vol. 41, no 2, p. 142-155Article in journal (Refereed)
    Abstract [en]

    Reading and discussing texts as a means for learning subject content are regular features within educational contexts. This paper presents an approach for intertextual content analysis (ICA) of such text-related discussions revealing what the participants make of the text. Thus, in contrast to many other approaches for analysing conversation that focus essentially on the interaction per se, ICA takes the text as its starting point. Drawing on the concept of text movability and systemic-functional cohesion analyses, the approach combines a reader’s perspective and a text perspective to show the participants’ reception of the text, and also what and how text content is brought into the conversation and how it is handled. In the paper, ICA is described with regard to its theoretical underpinnings, usage and utility. It is suggested that the approach provides educational researchers with an analytical tool that allows detailed ICAs of text-related classroom discussion. Findings may ultimately lead to pedagogical implications with a bearing on classroom practice.

  • 3.
    Palmér, Hanna
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Roos, Helena
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    What is implied when researchers claim to use a theory?2017In: International Journal of Research and Method in Education, ISSN 1743-727X, E-ISSN 1743-7288, Vol. 40, no 5, p. 471-479Article in journal (Refereed)
    Abstract [en]

    The focus of this article is on the use of theories and on what we imply when we in research claim to use a theory. In this article, diverse uses of one theory will be illustrated with reference to ten different studies. The aim is not to evaluate or judge how the theory is used in these studies, but to discuss how the diverse uses of one and the same theory may infer very different things in research. Questions are raised about what happens with the hierarchy and the coherence of an argument and what conclusions can be drawn when only some parts of a theory are used.

  • 4.
    Wernholm, Marina
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Vigmo, Sylvi
    University of Gothenburg.
    Capturing children's knowledge-making dialogues in Minecraft2015In: International Journal of Research and Method in Education, ISSN 1743-727X, E-ISSN 1743-7288, Vol. 38, no 3, p. 230-246Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to address how online tools and digital technologies can influence data collection opportunities. We are still at the early stages of piecing together a more holistic picture of the role of digital media in young people's everyday lives, especially regarding digital gaming among younger children. Digital technologies have enabled both new ways of gaming together and the possibility of capturing children's everyday knowledge-making dialogues in a non-institutionalized digital environment. In this case study, the online tool FRAPS®, which enables players to record their play sessions while gaming was used to address data collection opportunities. By using this tool, the lifeworlds of children could be displayed through their knowledge-making dialogues, which also captured the resources the children use when they collaboratively played Minecraft. The analysis draws on peer learning and on Vygotsky's notions of object-regulation, other-regulation and self-regulation. The results show that language was a resource when the children collaboratively played, Minecraft® online, as enabling other-regulation. Other resources of importance connected to language use were digital tools and artefacts, such as computers, headsets, Skype and smartphones, object-regulation. The children's previous knowledge and experiences from their ordinary lifeworld used in the game also became resources. The resources can also be built into the game and regarded as affordances. The children already know how many of these affordances are used, self-regulation, and external assistance did not seem necessary.

1 - 4 of 4
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