Microgenetic Learning Analysis: A Methodology for Studying Knowledge in Transition Commentary on Parnafes and diSessa

摘要

Parnafes and diSessa [this issue] introduce a methodology for the study of knowledge in transition, which they refer to as microgenetic learning analysis (MLA). The method is qualitative and based on fine-grained observations and explanatory accounts of knowledge-in-the-making. In the paper, the authors contrast different qualitative approaches to learning, in particular, microgenetic analysis and grounded theory. They propose their own MLA as a means to understand the processes and mechanisms at play in the construction of scientifically accountable knowledge categories as played out in specific contexts. The pros and cons of MLA are illustrated through a thorough case study of students' understanding of simple harmonic motions. The insights gained are then fueled back into a series of theoretical constructs designed to validate the method and aimed at evolving and refining diSessa's knowl-edge-in-pieces perspective (and related coordination class theory), which served as an initial orientation to the study.