Learning Study model¶
Research Method · All research methods
Evidence · 3 claims (3 for) · 2 studies (1 causal, 1 design),q2· 0 of 2 report an effect size · 3 claims rest on one study
Description¶
The Learning Study is "a fusion between lesson study and design experiment" in which teachers and a researcher jointly plan a lesson around a chosen learning object, implement it with one pupil group, and analyze pre-test, post-test and delayed post-test results together with video-recorded lessons. The knowledge gained provides the basis for a revised lesson in a new group of pupils, forming micro-cycles of three lessons. In this study six teachers ran three Learning Study cycles over three semesters, with 54, 64 and 48 participating pupils respectively.
Accounts¶
- Learning Study model: a fusion of lesson study and design experiment with pre-, post- and delayed post-tests: The Learning Study is "a fusion between lesson study and design experiment" in which teachers and a researcher jointly plan a lesson around a chosen learning object, implement it with one pupil group, and analyze pre-test, post-test and delayed post-test results together with video-recorded lessons. The knowledge gained provides the basis for a revised lesson in a new group of pupils, forming micro-cycles of three lessons. In this study six teachers ran three Learning Study cycles over three semesters, with 54, 64 and 48 participating pupils respectively. (Mona Holmqvist (2011))
- The learning study model: lesson study underpinned by an explicit learning theory, organised around intended, enacted and lived objects of learning: The learning study approach is "essentially a kind of lesson study with an explicit learning theory—the variation theory of learning". Groups of teachers teaching the same subject at the same level examine their own practice around the question of how an object of learning 'X' can be taught so students see 'X' in the intended way. Each study collects evidence on three questions: the intended object of learning (what students should learn, diagnosed via interviews and pre-tests), the enacted object of learning (what actually happens in the lesson, observed or videoed), and the lived object of learning (what students actually learned, via post-lesson interviews and pre/post-test comparison). (Ming Fai Pang (2011))
Claims¶
- Teachers participating in learning studies develop an increased ability to discern critical features of a learning object and shift from general to content-specific ways of offering the object of learning [+M]
- Primary four students taught with a variation-theory-designed lesson were far more likely to give a correct, properly explained answer about 'equal shares' in fractions than comparison-group students [+M]
- Redesigning the second research lesson cycle so students compared results across groups raised correct answers on the volume item from 11% to 80% [+M]
Related Research Methods¶
-
Key Sources¶
- Mona Holmqvist. (2011). Teachers' learning in a learning study. Instr Sci 39:497–511. https://doi.org/10.1007/s11251-010-9138-1
- Ming Fai Pang, Lo Mun Ling. (2011). Learning study: helping teachers to use theory, develop professionally, and produce new knowledge to be shared. Instructional Science. https://doi.org/10.1007/s11251-011-9191-4
Page metadata
| Field | Value |
|---|---|
type |
research-method |
id |
learning-study-model |
title |
Learning Study model |
description |
The Learning Study is "a fusion between lesson study and design experiment" in which teachers and a researcher jointly plan a lesson around a chosen learning object, implement it with one pupil group, and analyze pre-test, post-test and delayed post-test results together with video-recorded lessons. |
status |
review |
generated |
by process:settle-candidates on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
Frontmatter is the page's machine-readable record — see the Schema & Guide.