This paper describes and discusses aspects that affect research questions in a practice-based research study, where learning study is used as a framework. The purpose of this paper is to contribute to understanding of the process where teachers and a researcher collaborate in transforming practical teaching problems into research questions.,A case study is conducted. Data consist of field notes, logbooks, manuscripts and conference papers from two learning studies conducted in grade 4 by three teachers and one researcher, and notes from meetings in a subject-teacher group at the school. The analysis focuses on how the research questions emerge and change in relation to discussions among teachers and in the research group of teaching, previous research and learning theory.,Questions about students’ discernment of the structure in the base-ten system emerged in learning study 1 and in the subject-teacher group. Discussions of previous research and the didactical theory learning activity transformed the research questions in learning study 2, into focusing students’ theoretical knowledge, examining general structures in the base system, using learning models as tools. Conditions for identification of specific teaching problems and alternative theory in a learning study are discussed.,The explicit example where research questions are transformed can be used in further discussions and methodological questions regarding formulation of research questions in educational research. Discussions, specifically of transforming research questions, when learning study is used may be promoted.

中文翻译：

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将基于实践的问题转化为研究问题

本文描述并讨论了在基于实践的研究中影响研究问题的方面，其中学习研究被用作框架。本文的目的是帮助理解教师和研究人员合作将实际教学问题转化为研究问题的过程。进行了案例研究。数据包括由三名教师和一名研究人员在四年级进行的两项学习研究的实地笔记、日志、手稿和会议论文，以及学校学科教师小组会议的笔记。分析的重点是研究问题如何在教师之间和教学研究组中的讨论、先前的研究和学习理论中出现和变化。在学习研究 1 和学科教师组中出现了关于学生对十进制系统结构的理解的问题。先前研究的讨论和教学理论学习活动将学习研究 2 中的研究问题转化为关注学生的理论知识，检查基础系统中的一般结构，以学习模型为工具。讨论了在学习研究中识别特定教学问题和替代理论的条件。研究问题转化的明确例子可以用于进一步讨论和教育研究中研究问题制定的方法论问题。当使用学习研究时，可以促进讨论，​​特别是关于转换研究问题的讨论。