The purpose of this paper is to contribute to the theoretical reflection on learning study as a research approach. The focus is on description and reflection on the methodology of learning study as paedeutic research. This research is for, not on, teachers, i.e. research into problems and challenges faced by teachers in their professional practice. Learning study as paedeutic research is about the content and processes of formation/Bildung in relation to specific learning objects. Its focus is on subject-specific ways of knowing as well as how such knowing is enabled through teaching.,The point of departure is a perspective on research approaches as practices, i.e. as activities with certain aims as well as ways of “making” knowledge. Based on a description of the knowledge machinery in a learning study, i.e. those mechanisms that together generate new knowledge, the knowledge claims that can be made are discussed together with the theoretical underpinning of the arguments. The knowledge machinery is described in relation to how it is organised around the delimitation and analysis of an object of Learning as well as designing and evaluating ways to make the critical aspects of this object of learning visible. As an epistemological underpinning, some aspects of pragmatic philosophical thinking regarding the relationship between theory and practice are outlined. Based on that the research process may be described as a development of means-ends relationships – from unconscious empirical relationships to conscious staging of internal and theoretical relations. Abduction is an important tool for this meaning-making.,Learning study can be described as a particularistic, theory-building research approach concerning the knowing of specific learning objects as well as how they can be taught and learnt. The knowledge that is generated in learning study is theoretical and describes aspects of the teaching and learning of specific objects of learning. The research process can be described in terms of specification where practice is gradually supplied with a more differentiated meaning. A learning study is organised around a specific object of learning that functions as an open and unfolding object of knowledge. It combines a practice-based development of theory with a theory-based development of practice.,The development of the thinking about learning study as research for, rather than on, teachers is paedeutical research. A contribution to reflection on the knowledge machinery and knowledge claims of such research.

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作为医学研究的学习研究中的知识机制和主张

本文的目的是对学习研究作为一种研究方法的理论反思做出贡献。重点是对作为教育研究的学习研究方法论的描述和反思。这项研究是针对教师的，而不是针对教师的，即研究教师在专业实践中面临的问题和挑战。作为教育研究的学习研究是关于与特定学习对象相关的形成/学习的内容和过程。它的重点是特定学科的认识方式以及如何通过教学实现这种认识。,出发点是将研究方法视为实践，即具有特定目标的活动以及“制造”知识的方式. 基于对学习研究中知识机制的描述，即 那些共同产生新知识的机制，可以提出的知识主张与论点的理论基础一起讨论。知识机制的描述涉及它如何围绕学习对象的界定和分析以及设计和评估使该学习对象的关键方面可见的方法进行组织。作为认识论的基础，概述了有关理论与实践之间关系的实用哲学思想的某些方面。基于此，研究过程可以被描述为手段-目的关系的发展——从无意识的经验关系到内部和理论关系的有意识分期。绑架是这种意义创造的重要工具。学习研究可以被描述为一种特殊的、理论构建的研究方法，涉及了解特定学习对象以及如何教授和学习这些对象。在学习研究中产生的知识是理论性的，描述了特定学习对象的教学和学习的各个方面。研究过程可以用规范来描述，其中实践逐渐被赋予了更加差异化的意义。学习研究是围绕特定的学习对象组织的，该对象作为一个开放和展开的知识对象。它将以实践为基础的理论发展与以理论为基础的实践发展相结合。将学习研究作为研究而不是教师研究的思维发展是教育研究。