Approaches to learning and studying. Ference Marton, Noel Entwistle, Paul Ramsden, ETL project. Analyses of Student Learning Questionnaire produced the

Lo Mun Ling, Ference Marton. One important contribution of variation theory to learning study is that it brings the focus of the learning study sharply on the object

Discovery in two stages. The first five conceptions of learning emerged from a survey in which Säljö (1979) interviewed a group of mature students about what learning meant to them THE EXPERIENCE OF LEARNING APPROACHES TO LEARNING 39 CHAPTER THREE Approaches to Learning FERENCE MARTON AND ROGER SÄLJÖ Explaining Differences in Outcome How can we account for the qualitative differences in the outcome of learning described in the previous chapter? Let us take the first of our own studies as an example. object of learning may be different for different learners. Learning, from a variation theory point of view, implies differentiation rather than accumulation (cf., Gibson and Gibson 1955).

Ference marton learning study

Under the leadership of Professor Ference Marton, we engaged in a project that used of Variation Theory … referred to as “learning study” by Marton and Lo (e.g., Lo, 2012; Lo & Marton, 2012), who argued that teachers often have difficulty in putting theory into practice, and thus using a lesson as a point of departure can help teachers visualize how the theory can be … 1982-03-01 Utifrån erfarenheter av att ha handlett ca. 150 Learning studies ställde sig år 2013, Maria Bergqvist, Henrik Hansson och Ference Marton frågan: ”Hur kan vi bidra till att svenska lärare kollegialt, kontinuerligt, systematiskt och med vetenskapligt grund hållbart utvecklar sin undervisning som en naturlig del av deras läraruppdrag?”. Learning study är en variant av en Lesson study, som har utvecklats i Hong Kong och Sverige. I en Learning study genomförs vanligtvis tre eller fyra versioner av lektionen i cykeln planering-genomförande-utvärdering-revidering. This article reviews the work of Ference Marton and his group of researchers at the University of Goteborg in Sweden. It describes and explains research into: what students learn; how students approach studying; the relationship between approach to study and learning outcomes; what students understand learning to consist of; and whether it is STUDENTS’ APPROACHES TO LEARNING. In 1976, Swedish researchers Ference Marton and Roger Saljö demonstrated that students learn not what teachers think they should learn, but what students perceive the task to demand of them.

This study reported here was a so-called “learning study”. A “learning study” (e.g. Pang & Marton, 2003) is a hybrid between a design experiment, or design-based research as characterized by Brown (1992), Collins (1992) and Kelly (2004) on the one hand, and a Japanese lesson study as characterized by Yoshida (1999) and

FERENCE MARTON GÖTEBORGS UNIVERSITET PERNILLA MÅRTENSSON HÖGSKOLAN FÖR LÄRANDE OCH KOMMUNIKATION JÖNKÖPING KRITISKA ASPEKTER FRÅN VAD VAD I RELATION TILL ELEVERNAS FÖRSTÅELSE OCH LÄRANDE Att förstå olika representationer av riktningskoefficient och skärningspunkt i räta linjens ekvation - Att kunna matcha uttryck och linje departure for studies aiming at improving learning in pedagogical contexts. As we are making a comparison in terms of how this very question is addressed, the comparison may not be entirely fair.

A Hong Kong research team headed by Lo. Mun Ling and Ference Marton sought to go beyond lesson study and developed learning study by embedding

Y-a-742/1 Structural dynamics of learning / Ference Marton Milano, Print Material, 1970. 2MD321 Learning study – en modell för utveckling av matematik learning.

The Experience of Learning Implications for Teaching and Studying in Higher Education. 2nd Edition. edited by Ference Marton, Dai Hounsell and Noel Entwistle . The book version of the 2nd edition of The Experience of Learning was published in 1997 by Scottish Academic Press. It is now out of print. Learning and Awareness (Educational Psychology Series) [Marton, Ference, Booth, Shirley] on Amazon.com. *FREE* shipping on qualifying offers.
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Professor of Education, Department of Education and Educational Research,. It describes and explains research into: what students learn; how students approach studying; the relationship between approach to study and learning outcomes; The concept of approach to learning was first identified by Marton and Saljo in 1976. Numerous researchers have conducted studies on students' approaches to learning since. 1976.

I en Learning study genomförs vanligtvis tre eller fyra versioner av lektionen i cykeln planering-genomförande-utvärdering-revidering. STUDENTS’ APPROACHES TO LEARNING.
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Kong Japanese Lesson Study was fused with a phenomenographic theory of learning developed initially in Sweden and then in Hong Kong by Ference Marton and his co-workers (See Marton and Booth 1997, Marton and Morris Eds. 2002, Marton and Runnesson 2003, Marton and Tui 2004, Marton and Pang 2004, Lo, Pong and

Learning and Awareness (Educational Psychology Series) 471 H(eher Education 8 (1979) 471-486 9Elsevier Scientific Publishing Company, Amsterdam - Printed in the Netherlands C O N C E P T I O N S OF R E S E A R C H IN S T U D E N T L E A R N I N G FERENCE MARTON and LENNART SVENSSON Institute o] h'ducation, UniversiO' of G6ieborg, Malndal, Sweden ABSTRACT Differences in approaches to research into student learning are analyzed in terms of This study reported here was a so-called “learning study”. A “learning study” (e.g. Pang & Marton, 2003) is a hybrid between a design experiment, or design-based research as characterized by Brown (1992), Collins (1992) and Kelly (2004) on the one hand, and a Japanese lesson study as characterized by Yoshida (1999) and 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.