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Intentionell analys: En empirisk belysning av ett forskningsperspektiv
Stockholm University, Faculty of Social Sciences, Department of Education.
1998 (Swedish)Report (Other academic)
Abstract [sv]

The thesis describes and discusses an intentional perspective on learning in formal settings. An empirical study is presented where two groups of 4-6 undergraduate students of education discuss a task confronting them with the concept of probability. The group-discussions were recorded, transcribed, and analysed from an intentional perspective, i.e. a perspective focussing on the meaning-making process in which students ascribe meaning to the task. The study is a critical replication of a study by Kahneman & Tversky (1982) who presented college-students with the same task. It was found that 50% of the students failed to solve the task in accordance with the rules of probability, a fallacy that was explained in terms of "errors of understanding" or "errors of application" committed by the students in their problem-solving.

In this study an alternative interpretation of the outcome is offered. It is shown how different ways of contextualising the task yield different interpretations of the concept of probability, and hence of the task as a problem: a set-theoretical contextualisation where the task is handled as a logical problem, a 'good-reason-assay contextualisation' where the task is solved as an everyday-problem of the likelihood of events, and a 'survey contextualisation' where the task is dealt with as a statistical problem. Against this background, it is proposed that the 'fallacy' observed by Kahneman & Tversky (1982) can be seen, not necessarily as a result of the students' lack of understanding of elementary probability, but as difficulties in contextualising the task as a problem of probability.

Place, publisher, year, edition, pages
Pedagogiska institutionen, Stockholms universitet, Stockholm , 1998. , 69 p.
, Uppsats för magisterkurs, ISSN 99-3256685-3
Keyword [en]
Intentional perspective, contextualisation, learning in formal settings, probability
National Category
URN: urn:nbn:se:su:diva-11175OAI: diva2:177694
Available from: 2008-01-10 Created: 2008-01-10Bibliographically approved

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Scheja, Max
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