Martin2009
| Martin2009 | |
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| BibType | ARTICLE |
| Key | Martin2009 |
| Author(s) | Cathrin Martin |
| Title | Relevance of situational context in studying learning as changing participation |
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| Tag(s) | EMCA, Physiotherapy, Context, Participation, Learning, Correction |
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| Year | 2009 |
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| Journal | Scandinavian Journal of Educational Research |
| Volume | 53 |
| Number | 2 |
| Pages | 133–149 |
| URL | Link |
| DOI | 10.1080/00313830902757568 |
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Abstract
Seemingly small situational problems with understanding and changes in the environment can constitute critical aspects in learning a task. I will describe and discuss through a detailed analysis of correction practices in interaction how learning in a situation influences a learner's ability to distinguish and handle continuity and change in related situations. Correction is “an understanding‐display device” by which participants in interaction can check and correct problems occurring in activity. The socio‐cultural understanding of learning as changing participation is the point of departure. The data material consists of longitudinal video recordings from naturally occurring physiotherapist‐patient encounters focussing the interplay between talk, gaze, gesture, body orientation, and artefacts. Through an integrated interactional exploration of smaller alternating cycles of changes from other to self regarding who is responsible for detecting and solving problems, the findings show how a learner's capability to notice similarities and differences develops in progressive situations. The analysis contributes empirically to expanding the understanding of some generative aspects of learning related to the issue of transfer in educational science.
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