Multiple theoretical spaces as analytical strategy in researching classroom interaction

Paper in proceeding, 2012

What are the challenges and benefits of multiple theories within a single study to promote our understanding of learning? In this paper a study of university students solving physics problems, different theories were purposefully applied in a series of stratified analyses. Level one employing phenomenography and variation theory, level two using positioning theory and level three making use of the techniques of conversation analysis. We propose that these three analytical perspectives are complementary rather than commensurable, because they are not referring to the same data, even though the data they reference is derived from the same social setting, situation and event. Consequently, any ontological mismatch does not matter since the different perspectives do not address the same issues - they do not even exist in the same theoretical space.