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Research interests Learning, Education, Phenomenography, Variation Theory. Ference Marton, Ulla Runesson Chapter 6 in Realising learning. Teachers professional development through lesson and learning study, K Wood and S Sithamparam (editors) - 2015-01-01

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.

ISBN 0805824545; Publicerad: Marton, Ference. (1981). Phenomenography – Describing conceptions of the world around us. Instructional Science, 10, 177-200. Svensson Ference Marton.

affairs. Phenomenography is a qualitative research approach aimed at studying the attributed to Ference Marton's studies of first-year undergraduate learning

Ference Marton, Ulla Runesson Chapter 6 in Realising learning. Teachers professional development through lesson and learning study, K Wood and S Sithamparam (editors) - 2015-01-01 Necessary Conditions of Learning presents a research approach (phenomenography) and a theory (the variation theory of learning) introduced and developed by Ference Marton and taken up by his wide and varied following around the world-together with Ference Marton is a Swedish educational psychologist who is best known for introducing the distinction between deep and surface approaches to learning and developing phenomenography as a methodology for educational research.

on trustworthiness in phenomenographic research: Recognising purpose, context and change in the process of Marton, Ference (1981).

1982:06 / Ference Marton Distributed by ERIC Clearinghouse [Washington, D.C.] Wikipedia Citation Product Information. Necessary Conditions of Learning presents a research approach (phenomenography) and a theory (the variation theory of learning) introduced and developed by Ference Marton and taken up by his wide and varied following around the world--together with their practical applications in educational contexts.

för pedagogik Göteborgs Universitet Learning presents a research approach (phenomenography) and a theory (the variation theory of learning) introduced and developed by Ference Marton and Necessary Conditions of Learning presents a research approach (phenomenography) and a theory (the variation theory of learning) introduced and developed Ference Marton, född 1939, är professor emeritus i pedagogik vid Göteborgs universitet Pong, W.Y (2005) On the unit of description in Phenomenography. Revealing Educationally Critical Differences in Our Understanding of the World Around Us. The Anatomy of Awareness. The Idea of Phenomenography. Learning Ference Marton, professor emeritus i pedagogik vid Göteborgs universitet, talade om hur lärare har kunskapen om vad det är eleverna har Uppfattningar om. På engelska heter artikeln ”Phenomenography – describing conceptions of the world around us”. Ett litet of har blivit ett om i Learning and awareness / Ference Marton, Shirley Booth.
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31). In this research often depicts how people Ference Marton. Okänd anknytning. Verifierad e-postadress på ped.gu.se.

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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Ference Marton, Shirley Booth numerosity object of learning object of research one’s ordinal aspect outcome space particles particular pedagogy phenomena phenomenography phenomenology Pramling problem qualitatively different question reading recursion referential aspect refers reﬂect relationship relevance structure rote learning Saljo

Ference MARTON | Cited by 17,940 | of University of Gothenburg, Göteborg (GU) | Read 105 publications | Contact Ference MARTON 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 known qualitative method is phenomenography which was first introduced by Ference Marton and his colleagues in 1970 (1, 6). This research method originated from studies that were done on educational psychology in Sweden’s Gutenberg University.

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by Ference Marton and G. Masters Student understanding of fundamental concepts in kinematics has been explored using the phenomenographic research method. University and high school physics students were interviewed and their understandings of displacement, velocity, and

März 2020 The phenomenographic approach in educational research dates back to the psychologe und Pädagoge Ference Marton, der mit seiner Phenomenography—describing conceptions of the world around us. F Marton. Instructional science 10 (2), 177-200, 1981. 4476, 1981. Approaches to learning.

3 Kjell Härnqvist, Ference Marton and Karl-Gustaf Stukát Inga Wernersson: Könsdifferentiering i Reflections on Phenomenography - Toward a Methodology?

Phenomenography and ”the art of teaching all things to all men”. av L Limberg · Citerat av 98 — (Ference Marton 1996).

Marton (1986, 1988b) described phenomenography as an empirically based The central aim of a phenomenographic study is to identify the different ways in which people experience, interpret, understand, perceive, or conceptualize a certain phenomenon. According to Ference Marton (1986, 1994), one of the original developers of phenomenography, there are a … Marton, Ference & Booth, Shirley (1997). Learning and awareness. Marton, the authors present a model of learning that has its roots in the principles of phenomenography, Arguments are put forward in this paper in favour of research which has as its aim the finding and systematizing of forms of thought in terms of which people interpret significant aspects of reality. The kind of research argued for is complementary to other kinds of research; it aims at description, analysis and understanding of experiences. The relatively distinct field of inquiry indicated 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 Phenomenography is a research methodology initiated by Ference Marton and his research group in Sweden in the 1970s.