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.

Phenomenography and "the art of teaching all things to all men" / Ference Marton Marton, Ference, 1939- (författare) Göteborg, 1988 Engelska 27 s. ([3], 27 s.) Serie: Publikationer från Institutionen för pedagogik, Göteborgs universitet, 0282-2180 ; 1988:12

häftad, 2014, Engelska, ISBN 9780415739146. 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 …. Från 581 kr. 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 limited number of qualitatively 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. Camilla Björklund, Ference Marton, Ulla Runesson Kempe EARLI SIG 9 Phenomenography and Variation Theory - 2016-01-01 Teaching to add three-digit numbers in Hong Kong and Shanghai: illustration of differences in the systematic use of variation and Ference Marton (1986) defines phenomenography as –‘a research method for mapping the qualitatively different ways in which people experience, conceptualise, perceive, and understand various aspect of, phenomena in, the world around them’ (p. 31).

Approaches to learning. The article is based on a literature review. Phenomenography is a research methodology initiated by Ference Marton and his research group … One less known qualitative method is phenomenography which was first introduced by Ference Marton and his colleagues in 1970 (1, 6). This research method. Phenomenography is a qualitative research method used when exploring conceptions.

program: A phenomenographic study of introductory programming students at university . Sweden; Professor Ference Marton, Department of Education and

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. 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.

Ference Marton: Swedish psychologist (1939-), Psychologist, From: Sweden and developing phenomenography as a methodology for educational research.

Ett litet of har blivit ett om i Learning and awareness / Ference Marton, Shirley Booth.

The categories dealt with here depict characteristics of the outcome and style of learning, and the approach to and the motivation for learning. Ference Marton (1981a; 1981b; 1976), Roger Säljö (1981; 1988), Lennart Svensson (1983) and Lars-Öwe Dahlgren (1984) in the mid-70s.Phenomenography was initially Ference Marton is Professor of Education at the Göteborg University, Sweden and Honorary Professor at the Faculty of Education, The University of Hong Kong.
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Since the early 1970s, when Ference Marton and his colleagues Roger S lj , Lars- we Dahlgren and Lennart Svensson undertook the pioneering work which led to the establishment of phenomenography, a large number of academics around the world have become interested in their way of doing research. 1982, Towards a Phenomenography of Learning. III [microform] : Experience and Conceptualisation. 1982:08 / Ference Marton Distributed by ERIC Clearinghouse [Washington, D.C.] Wikipedia Citation 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 Phenomenography was ﬁrst introduced by Ference Marton (1981) as a qualitative research specialisation which focused on “content-oriented and interpretative descriptions of the qualitatively diﬀerent ways in which people perceive and understand their reality.” ‘Phenomenography’ originates from the Greek words ‘phainemenon’, which Phenomenography is an approach to qualitative inquiry that focuses on human experience. It is associated most often with the work of Swedish educational psychologist Ference Marton.

Ference Marton (1981a; 1981b; 1976), Roger Säljö (1981; 1988), Lennart Svensson (1983) and Lars-Öwe Dahlgren (1984) in the mid-70s.Phenomenography was initially 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 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.
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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. Ference Marton and his colleagues focused on the experience of the learner.

It is a pragmatic method for doing qualitative research. In phenomenography, Ference Marton (born Ferenc Istvan Marton 7 March 1939) 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. More recently, he developed a theory of classroom learning based on establishing the prerequisites for learning conceived as the Ference Marton (1986) defines phenomenography as –‘a research method for mapping the qualitatively different ways in which people experience, conceptualise, perceive, and understand various aspect of, phenomena in, the world around them’ (p. 31). In this research often depicts how people Ference Marton. Okänd anknytning.

Uppfattningar om. På engelska heter artikeln ”Phenomenography – describing conceptions of the world around us”. Ett litet of har blivit ett om i

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 of learning. 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).

Marton, Ference (1981) Phenomenography – describing conceptions Marton, Ference, & Booth, Shirley. (2000). Om lärande. Lund: Studentlitteratur. 49 s. Svensson, Lennart.