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.

As we are making a comparison in terms of how this very question is addressed, the comparison may not be entirely fair. CONTACT Ference Marton ference.marton@ped.gu.se EDUCATIONAL ACTION RESEARCH 2019, VOL. 27, NO. 4, 481–495 https://doi.org/10.1080/09650792.2018.1489873 in Learning Study Ference Marton 2 Lesson Study (Japan) Teaching Study (mainland China) Learning Study (Hong Kong, China; Sweden) 3 Focus on How to help students to learn something specific (object of learning) How to organize learning in general (activities, arrangements) 4 Functions of Lesson Studies In-service training for participating teachers 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 object of learning in action research and learning. study. Ference Marton, W. M. Cheung, S. W. Y. Chan. Educational Action Research - 2019-01-01.

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 Learning and Awareness (Educational Psychology Series) [Marton, Ference, Booth, Shirley] on Amazon.com. *FREE* shipping on qualifying offers. Learning and Awareness (Educational Psychology Series) 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.

By FERENCE MARTON, ULLA RUNESSON.

Marton, Ference, & Booth, Shirley. On some necessary conditions of learning. Meeting of the American Educational Research Association, San Francisco,

On some necessary conditions of learning. Meeting of the American Educational Research Association, San Francisco, Why gamers don't learn more: an ecological approach to games as learning Marton, Ference. London: Society for Research into Higher Education, 1974. Organizational Learning: A Theory of Action Perspective.

Exemplet Learning study. Tillgänglig: http://pedagog.stockholm.se/stockholm-teaching-and-learning-studies/filmer-och- Marton, Ference (2015). Necessary

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. Ference Marton, Wai Ming Cheung and Stephanie W.Y. Chan distinguish learning study and action research from the perspective on the former in their paper ‘The object of learning in action research and learning study.’ They contrast two ways of addressing the questions ‘what is to be learned?’ and found that both action research and learning Buy Learning and Awareness (Educational Psychology Series) 1 by Marton, Ference (ISBN: 9780805824551) from Amazon's Book Store.

Variationsteorins grundare, professor emeritus vid Göteborgs universitet, Ference Marton, är den starkt bidragande orsaken till att Learning Study har ett starkt av P Ahlstrand · 2015 · Citerat av 1 — Så effektivt kan det vara att arbeta med modellen learning study i undervisningen. Marton, Ference and Tsui, Amy B.M. with Chik, Pakey. Professor Ference Marton utvecklade Fenomenografin , Variations.
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eBook ISBN 9781315814216. T&F logo. Policies. Learning and Awareness (Educational Psychology Series series) by Ference Marton.

M1-uppsats 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 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. Ulla has mainly studied learning and teaching of mathematics and she is In: Ference Marton, Amy B.M. Tsui (Ed.), Classroom discourse and the space of Learning presents a research approach (phenomenography) and a theory (the variation theory of learning) introduced and developed by Ference Marton and Learning Study är en vidareutveckling av Lesson Study och har utarbetats av professor ference marton vid Göteborgs universitet och hong kong.
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Runt sekelskiftet utvecklades Learning study av en internationell forskargrupp under ledning av professor Ference Marton. Här var mötet med den asiatiska

CONTACT Ference Marton ference.marton@ped.gu.se EDUCATIONAL ACTION RESEARCH 2019, VOL. 27, NO. 4, 481–495 https://doi.org/10.1080/09650792.2018.1489873 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 … Ference Marton 2 Lesson Study (Japan) Teaching Study (mainland China) Learning Study (Hong Kong, China; Sweden) 3 Focus on How to help students to learn something specific (object of learning) How to organize learning in general (activities, arrangements) 4 Functions of Lesson Studies Variation Theory from Professor Ference Marton in 1998. The theory focuses on the object of learning and is interested in students’ experience of, and ways of understanding, an object of learning. 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.

20 Jun 2014 Necessary Conditions of Learning presents a research approach ( phenomenography) and a theory (the variation theory of learning) introduced

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). Thus, variation theory spells out the con-ditions of learning and explains learning failures in a spe-cific way: when learners do not learn what was intended, Chinese lesson study, Learning study and keys to learning Ming Fai Pang and Ference Marton 9 Oct 2017 | International Journal for Lesson and Learning Studies, Vol. 6, No. 4 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 Experience of Learning Implications for Teaching and Studying in Higher Education. 2nd Edition. edited by Ference Marton, Dai Hounsell and Noel Entwistle .

The book offers an answer in terms of the discovery of critical differences in the structure of The object of learning in action research and learning. study. Ference Marton, W. M. Cheung, S. W. Y. Chan. Educational Action Research - 2019-01-01. Teaching finger patterns for arithmetic development to. preschoolers.