Purpose

The purpose of this study is to explore how critical aspects can be defined in a learning study on welding without conducting any pre-tests.

Design/methodology/approach

In this study, the authors focus on empirical examples from a learning study on welding conducted in six iterative cycles, with conversation analysis and variation theory approach (CAVTA) as a theoretical basis. The welding lessons have been video-recorded, and in the study, the authors analyze examples where the teachers try to identify critical aspects of a vocational practical object of learning in interaction. CAVTA permeates the complete process, where the analysis has been part of the iterative cycles and further developed when the six cycles were completed.

Findings

The results show how critical aspects can be made visible in the interaction between teacher(s) and student(s) in the enacted learning situation. In the process, the authors work with the three concepts expected critical aspects, displayed critical aspects and targeted critical features in relation to a vocational practical object of learning where conducting a pre-test to define critical aspects is not educationally possible.

Originality/value

Teaching vocational practical objects of learning could be seen as something different from teaching other kinds of objects of learning and the use of the traditional pre-tests in learning studies may be problematic. From that follows, that other ways of finding the critical aspects for the students regarding a vocational practical object of learning might be needed. In this study, such a way is presented.

中文翻译：

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定义交互中的关键方面：基于 CAVTA 的焊接学习研究示例

目的

本研究的目的是探索如何在不进行任何预测试的情况下在焊接学习研究中定义关键方面。

设计/方法/方法

在这项研究中，作者重点关注在六个迭代周期中进行的焊接学习研究中的经验示例，并以对话分析和变异理论方法 (CAVTA) 作为理论基础。焊接课程已被录像，在研究中，作者分析了教师试图在互动中识别职业实践学习对象的关键方面的例子。CAVTA 贯穿整个过程，其中分析已成为迭代周期的一部分，并在六个周期完成后进一步发展。

发现

结果表明，在制定的学习情境中，教师和学生之间的互动如何使关键方面变得可见。在此过程中，作者使用三个概念，预期关键方面、显示关键方面和针对与职业实践学习对象相关的关键特征，其中进行预测试来定义关键方面在教育上是不可能的。

原创性/价值

教授职业实践学习对象可以被视为不同于教授其他类型学习对象的东西，在学习研究中使用传统的预测试可能是有问题的。因此，可能需要其他方法来为学生找到有关职业实践学习对象的关键方面。在本研究中，提出了这样一种方式。