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

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 (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 Phenomenography* how it started Phenomenography was developed from an empirical educational framework by Ference Marton and co-workers in Go¨teborg, Sweden, starting in the 1970s. In phenomenography, the aim is to study the variation of peoples’ conceptions of a given phenom-enon in the surrounding world (Marton, 1981). The 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 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 Marton (1986, 1988b) described phenomenography as an empirically based approach that aims to identify the qualitatively different ways in which differ- ent people experience, conceptualize., perceive, and understand various kinds of phenomena. Se hela listan på en.wikipedia.org 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 Phenomenography is a qualitative research approach aimed at studying the variation of ways people experience, conceptualize, perceive, and understand phenomena in the world (Bowden, 2000a; Dall’Alba, 2000; Entwistle, 1997; Limburg, 2008; Marton, 2000; Richardson, 1999).

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Phenomenography–A Research Approach to Investigating Different Understandings of Reality. [REVIEW] D. Marshall & J. King - 1990 - Journal of Thought 21:3-28. Fenomenografi är en kvalitativ forskningsmetod som utvecklades av INOM-gruppen, ledd av professor emeritus Ference Marton, vid den pedagogiska institutionen vid Göteborgs universitet. Utmärkande för fenomenografin som metod är att den syftar till att beskriva helt olika uppfattningar av fenomen, främst inom pedagogiken. Ference Marton utvecklade fenomenografin som en vetenskaplig metod, en metod som är specialutvecklad just för att studera människors lärande. Sedan slutet av 90-talet har han intresserat sig för variationsteori, en teori som han till stora delar själv ligger bakom.

The categories dealt with here depict characteristics of the outcome and style of learning, and the approach to and the motivation for learning.

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

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.

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

4476, 1981. 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.

Läroverksgatan 15. 41120 Göteborg. PDF | This volume is an introduction to phenomenography, authored in swedish. forskningsansats som utvecklats av Ference Marton under 1970-talet Marton (1981, p 181) writes: "In "phenomenography," we suggest, we  Request PDF | On Jan 1, 2000, Ference Marton and others published Om Lärande The qualitative research methodology phenomenography was used to  Ference Marton, född 1939, är professor emeritus i pedagogik vid Göteborgs universitet Pong, W.Y (2005) On the unit of description in Phenomenography. 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.
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profession. E-post. ference.marton@ped.gu.se. Besöksadress. Läroverksgatan 15.

Phenomenography – Describing conceptions of the world around us. Instructional Science, 10, 177-200. Svensson  Ference Marton. 1 Marton, F. (1981) Phenomenography - describing conceptions of the world Marton, F. (1982) Towards a phenomenography of learning.
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Ference Marton9. 9 Marton, F. (1981): Phenomenography – describing conceptions of the world around us, Instructional science, Vol.10. pp.177–200.

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. 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.

27 May 2016 particular. Using phenomenographic inquiry, we interviewed 13 researchers who described their According to Ference MARTON, a careful.

Phenomenography, an approach to educational research that appeared in publications in the early 1980s (Marton, 1981 LIBRIS titelinformation: Towards a phenomenography of learning. 2, A relational view of study skills / Ference Marton, Lennart Svensson 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 2014-07-18 · Ference Marton is Professor of Education at the Goeteborg 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 CV PROFESSOR FERENCE MARTON QUALIFICATIONS B.A. University of Gothenburg – 1964, Fil lic (PhD) University of Gothenburg – 1967,Fil Dr (D Sc) University of Gothenburg – 1970 EMPLOYMENT HISTORY Teaching & Research Assistant, Research Fellow, Assistant and Associate professor in the Department of Education and Department of Psychology at the Research on this topic was carried out initially by Ference Marton et al. (1984).

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. Ference Marton drew up the term “phenomenography” in 1981 but it was  search approach called 'phenomenography' (Marton, 1981) and the introduced by Ference Marton (1981) as a qualitative research specialisation that is.