The meaning of knowing what is to be known

Abstract

The aim of this article is to contribute to an articulated language of knowing, which we consider as a key aspect of teachers' professional work. We describe three examples of how the meaning of knowing some speciic learning objects can be studied and described. The three learning objects are: to be able to evaluate technical solutions, to be able to perform a house-hop and to be able to act with presence. Phenomenographic analyses of data from the pre-tests carried out within the frame of so called Learning Studies resulted in descriptions of different ways of knowing as well as different aspects of the speciic knowns that must be discerned in order to develop the knowing. Cet article a pour objectif de contribuer à un langage articulé du savoir, que nous considérons comme un aspect central du travail des enseignants. Nous décrivons trois exemples de la manière dont on peut étudier et décrire le sens du savoir dans le cadre d'objets d'apprentissage spéciiques. Les trois objets d'apprentissage sont : la capacité à évaluer des solutions techniques, la capacité à effectuer une igure appelée « house-hop » et la capacité à agir « avec présence ». Les analyses phénoménographiques des données issues des tests préliminaires qui ont été menés dans le cadre des études sur l'apprentissage ont permis de mettre en exergue différentes formes de savoirs ainsi que différents aspects des connaissances spéciiques que l'on doit discerner ain de construire le savoir.

Exploring technical knowledge in the primary technology classroom

“…This requires knowledge of what these knowings imply (Carlgren et al, 2015). In the article, a few characteristics of technical knowing have been identified in primary education.…”

“…Teachers are required to design teaching activities that will make it possible for students to develop specific knowledge or, more precisely, 'knowings of specific knowns' (Carlgren, Ahlstrand, Björkholm & Nyberg, 2015). In order to do that, teachers need knowledge concerning these knowings.…”

“…Therefore, we can consider the results from Learning Studies as a way to contribute to the cumulative development of the meaning of the specific object of learning (Runesson & Gustafsson). This refinement of the meaning of the object of learning includes identifying more aspects, as well as nuancing and specifying the aspects identified, thus contributing to theory-building concerning the specific object of learning (Carlgren 2012;Carlgren et al, 2015).…”

Teachers and researchers in collaboration. A possibility to overcome the research‐practice gap?

“…In the previous section, I argued that learning objectives could not be directly applied to the classroom. Still, this is what teachers are expected to do-to develop students' knowledge of something known, but usually without knowing the meaning of knowing (Carlgren, Ahlstrand, Björkholm, & Nyberg, 2015). They suggest that "Learning study is a way to study the meaning of knowing specific objects of learning" (p. 144).…”

Berättelseskrivande i skolan: Att studera, beskriva och utveckla ett kunnande

“…I senare studier har fenomenografi även använts för att beskriva ett kunnande, se till exempel Ahlstrand (2014) om närvaro på scenen och Nyberg (2014) om rörelsekunnandet i ett danssteg. Dessa studier baseras på ett antagande om att olika sätt att se, göra eller vara är kopplat till olika sätt att kunna något (Carlgren, Ahlstrand, Björkholm & Nyberg, 2015).…”