ABSTRACT

This paper aims at examining the use of a theoretical and methodological framework originating in ergonomics, the ‘course-of-action method’, in the study of individual learning processes in naturally occurring situations. This framework investigates the course of lived experience of each individual. Thus, in addition, to her/his thinking, it affords to analyse her/his concerns, her/his perceptions, her/his feelings and the activity that s/he attributes to her/himself. The method involves gathering two types of data about a short time-stretch: video-data and ‘self-confrontation interviews’. During such an interview, one views a video of oneself and reporting what one experiences at every instant. These data are analysed by identifying and characterizing successive units for describing individual experience, and by comparing these descriptions synchronically and diachronically. The method has been used for fined-grained studies of lived experience of learners in various contexts. In this paper, its implementation is exemplified by a case study about understanding in a teacher training context. We discuss the extent to which it allows overcoming some limitations of both socio-cultural approaches in learning research and microgenetic studies of conceptual change.

摘要

本文旨在研究在自然情况下个人学习过程的研究中，使用源自人体工程学的理论和方法框架（“作用过程方法”）。该框架调查了每个人的实践经验。因此，除了他/她的思想外，它还可以分析她/他的担忧，她/他的感知，她/他的感觉以及归因于她/他自己的活动。该方法涉及在短时间内收集两种类型的数据：视频数据和“自我对抗采访”。在这样的采访中，人们观看了自己的视频并报告了每一刻的经历。通过识别和表征用于描述个人经历的连续单元来分析这些数据，并通过同步和历时比较这些描述。该方法已用于各种环境下学习者生活经验的细粒度研究。在本文中，通过一个有关在教师培训环境中理解的案例研究来举例说明其实现。我们讨论了它在多大程度上可以克服学习研究和概念改变的微观遗传学研究中的社会文化方法的某些局限性。