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Ortiz, Maximiliano - Fritidshemmets pedagoger i - OATD

More recently, he has developed a theory of classroom learning based on establishing the prerequisites for learning conceived as the "space of learning." Marton, Ference. This paper is the and the search for logical relations between the categories of description arrived at have been labelled phenomenography. Two different ways of experiencing a learning situation are described: deep approach and surface approach. Ference Marton, Johan Häggström R. Huang & Y. Li (Eds.), Teaching and Learning Mathematics through Variation – Confucian Heritage Meets Western Theories - 2017-01-01 Learning to subitize the first ten numbers as a necessary condition for the development of arithmetic Better known examples of what we term Discursive Phenomenography are Roger Säljö's (1979) study on conceptions of learning recently followed up by a study by Ference Marton, Elisabeth Beaty and Gloria Dall'Alba (1993) and empirically tested by Amedeo Giorgi (1986) and Staffan Larsson's (1982) investigation of teachers' conceptions of various aspects of their profession and professional role. Ference Marton is Professor of Education at the Göteborg University, Sweden and Honorary Professor at the Faculty of Education, The University of Hong Kong. He is internationally known for introducing the distinction between deep and surface approaches to learning, for developing phenomenography as a methodology for educational research, and more recently for developing the variation theory Phenomenography is an empirically based approach (based on observation and experience) that aims to identify the qualitatively different ways in which people experience, conceptualize, Research on this topic was carried out initially by Ference Marton et al. (1984).

Ference marton phenomenography

Ference Marton and his colleagues focused on the experience of the learner. Phenomenography is a qualitative research methodology, within the interpretive paradigm. It investigates the qualitatively different ways in which people experience something or think about something (Marton, 1986). ‘Phenomenography emanated out of research led by Ference Marton to investigate variation in student learning outcomes […] underpinned by the notion that people collectively experience and understand phenomena in a number of qualitatively different but interrelated ways’ (Bruce, 1997; Marton, 1986).

University and high school physics students were interviewed and their understandings of displacement, velocity, and Phenomenographic research was pioneered by Ference Marton, Lars-Ö we Dahlgren, Lennart Svensson and Roger Säljö in the early Seventies, and in 1981, Marton named the research phenomenography. According to Trigwell (2000), phenomenographic approach takes a second-order perspective, as Theory Behind the Model Phenomenography is an empirically based approach (based on observation and experience) that aims to identify the qualitatively different ways in which people experience, conceptualize, perceive, and understand various kinds of phenomena.

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A fundamental distinction is made between two perspectives. Phenomenography- A Research Approach to Investigating Different Understandings of Reality Ference Marton Department of Education University of Göteborg Box 1010 S-431 26 Mölndal, Sweden Introduction Phenomenography is a research approach designed to answer certain questions about thinking and learning.

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Necessary Conditions of Learning presents a research approach (phenomenography) and a theory (the variation theory of learning) introduced and developed html, text, asciidoc, rtf. html. Skapa Stäng. The Phenomenography of the ´Mole Concept´ in Chemistry. Marton, Ference. Inst.

Phenomenography is a qualitative research approach aimed at studying the attributed to Ference Marton's studies of first-year undergraduate learning Necessary Conditions of Learning presents a research approach ( phenomenography) and a theory (the variation theory of learning) introduced and developed “A review of the research of Ference Marton and the Göteborg group”. Institute of Educational Technology, The Open University, Study Methods Group, Report 'Phenomenography' is the second title in the Qualitative Research Methods series. Since the early 1970s, when Ference Marton and his colleagues Roger S lj We would like to discuss how phenomenography/variation theory can be that there will be a presentation at the conference by Professor Ference Marton. Phenomenography in Accounting Education Research Keywords—accounting; phenomenography; interpretive; initiated by Ference Marton about 1970.
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He is internationally known for introducing the distinction between deep and surface approaches to learning, for developing phenomenography as a methodology for educational research, and more recently for developing the variation theory Phenomenography was developed by the Gothenburg research group in the late 1970s, after some years of initial work on the epistemological level. It has had a strong influence on thinking about student learning.

(1984).
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av G Nyberg · Citerat av 8 — Den fenomenografiska ansatsen, som Ference Marton (1981) med kolleger new phenomenography” (Pang, 2003), även känd som variationsteorin om av B HADZIC — individually adapted care, patientcentered nursing, phenomenography. Ordet fenomenografi myntades först av Ference Marton (19-21, 23-24) och kan delas av R Wilsson · 2017 — A Phenomenographic Study of Math Teachers' Ongoing Development The word “phenomenography” was coined in 1979 by Ference Marton.

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Ortiz, Maximiliano - Fritidshemmets pedagoger i - OATD

Phenomenography emanated out of research led by Ference Marton to investigate variation in student learning outcomes. Ference Marton studies Methodology (Education), Gifted education (Gifted Education), and Educational is the unit of description in Phenomenography. It has two intertwined aspects: the referential aspect, which denotes the global meaning of the object conceptualized; and the structural aspect, which shows the specific combination of Research interests Learning, Education, Phenomenography, Variation Theory. Ference Marton, Ulla Runesson Chapter 6 in Realising learning.

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This research method originated from studies that were done on educational psychology in Sweden’s Gutenberg University. At that institute, the scholars were interested in qualitative evaluating of learning and This book stems from more than 25 years of systematic research into the experience of learning undertaken by a research team trying to account for the obvious differences between more or less successful instances of learning in educational institutions. The book offers an answer in terms of the discovery of critical differences in the structure of Hos Adlibris hittar du miljontals böcker och produkter inom ference marton Vi har ett brett sortiment av böcker, garn, leksaker, pyssel, sällskapsspel, dekoration och mycket mer för en inspirerande vardag.

Phenomenography emerged as a new approach to research in the 1970s and was primarily developed by educational researchers in Sweden (Marton, Dahlgren, Svensson & Säljö, 1977; Marton & Svensson, 1979; Säljö, 1979). Phenomenography emanated out of research led by Ference Marton to investigate variation in student learning outcomes.