Marton and other colleagues uncovered another one a few years later. Here are these 6 conceptions of learning and some details about the interest on the subject. 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

Robert Sjöberg. Director of Studies, Lecturer, Teacher educator, PhD student, former Upper secondary teacher of Swedish, German and Rhetoric.

21 22 F. MARTON et al. by David Oison and Nancy Torrance, in which learning and development are supposedly dealt with by the various authors from 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 the learner's awareness and critical 2020-03-01 · Marton and Säljö developed the students’ approaches to learning (SAL) theory from their qualitative clinical experimental series of studies (Marton & Säljö, 1976a, 1976b) on Swedish undergraduate students’ approaches to reading, understanding and answering questions based on some presented passages of prose and newspaper articles. Marton and other colleagues uncovered another one a few years later. Here are these 6 conceptions of learning and some details about the interest on the subject.

Läroverksgatan 15. 41120 Göteborg. Ference Marton at University of Gothenburg I Learning from "The Learning Study" (Marton & Ling, 2007) Här används variationsteorin såväl för lärarnas En studie om hur några lärare arbetar med learning study i sin undervisning samt att professor Ference Marton har intervjuats för att ta del av hans kunskaper. av F Marton · 2006 · Citerat av 541 — Learning.

av A Kullberg · 2010 · Citerat av 132 — I am in deep gratitude to my supervisors, Ulla Runesson and Ference. Marton Learning study was developed from the ideas about lesson study of Marton.

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 Study Skills and Learning. Marton, Ference.

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 applied in the classroom. It is perhaps the first paper to

Det är framför allt Ference Marton och Oxon: Routledge. Marton, Ference & Lo, Mun Ling (2007). Learning from "The Learning Study". Tidskrift för lärarutbildning och forskning, 31-44. Nyberg, Gunn ( I den här boken beskriver författarna genom ett antal learning studies hur lärare Ference Marton är professor emeritus i pedagogik vid Göteborgs universitet.

John Elliott Kong by Ference Marton and his co-workers (See Marton and. Booth 1997 The object of learning in action research and learning study. Ference Marton CV PROFESSOR FERENCE MARTON. QUALIFICATIONS 1964 to 1976. 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.
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Marton, Ference (2003): ”Learning Study – pedagogisk utveckling direkt i klassrummet” i Forskning av denna världen – praxisnära forskning Learning study och Variationsteori i praktiken Joakim Magnusson Göteborgs Universitet 3 Historik Professor Ference Marton med flera, Göteborgs universitet, Ference Marton blev professor i pedagogik vid institutionen för pedagogik och 30 Learning from The Learning Study Ference Marton and Lo Mun Ling The Göteborg studies in educational sciences Milano, Series Gen, 1966-.

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. Student Approaches to Learning is a theory that students will take a different approach to how they study, depending upon the perceived objectives of the course they are studying. The theory was developed from the clinical studies of two educational psychologists, Ference Marton and Roger Säljö, who found that students, in relation to any given learning task, can be divided into two distinct groups: those who took an understanding approach to learning, and those who took a This article reviews the work of Ference Marton and his group of researchers at the University of Goteborg in Sweden.
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Marton and Säljö (1984) observed the 'technification' phenomenon where students' study approaches to a task reflected the requirements of the task. Scouller (

This report describes a study that investigated the relationship between the learning process and teaching at the university level. Specifically, the study sought to answer three questions: (1) 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. The concepts of surface and in-depth learning emerged some 40 years ago, when two Swedish psychology researchers, Ference Marton and Roger Säljö, were trying to understand how a group of university students approached reading. Aboriginal and Torres Strait Islander university students' conceptions of formal learning and experiences of informal learning. Higher Education, 2000. Gillian Boulton-lewis.

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.

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).

Göteborg University, Sweden. Ming Fai Pang The study results illustrate that what students learn in a se-. Kärnan i learning study är variationsteori, en lärandeteori som utvecklats av bl a Ference Marton vid Göteborgs universitet. Lärande ses som en Ference Marton, född 1939, är professor emeritus i pedagogik vid Göteborgs Marton, F., Lewis, D. C. & Wilss, L. A. (2004) A longitudinal study of learning for a Kärnan i Learning Study är variationsteorin, som är en vetenskaplig teori, utarbetad av bla. Ference Marton från Göteborgs Universitet.