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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 reproduction 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. Students using a ‘surface’ approach see a task as requiring specific answers to questions, so they rote learn bits and pieces; students using a ‘deep’ approach want to understand, so they focus on themes and main ideas. 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.
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 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 Among those who have studied the issue, researcher Roger Säljö, who, with Ference Marton, is at the origin of the concepts of surface and in-depth learning, is the first to have identified different conceptions of learning among adult students. 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.
Approaches to learning and studying. Ference Marton, Noel Entwistle, Paul Ramsden, ETL project.
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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 | Cited by 17,940 | of University of Gothenburg, Göteborg (GU) | Read 105 publications | Contact Ference MARTON 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 … Buy Learning and Awareness (Educational Psychology Series) 1 by Marton, Ference (ISBN: 9780805824551) from Amazon's Book Store.
FERENCE MARTON LEARNING - Uppsatser.se
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.
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. Everyday low prices and free delivery on eligible orders.
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Marton and other colleagues uncovered another one a few years later.
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Ference Marton – Wikipedia
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. 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 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 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 FERENCE MARTON Department of Education, University of G6teborg, Sweden ABSTRACT Arguments are put forward in this paper in favour of research which has as its aim the finding and systematizing of forms of thought in terms of which people interpret sig- nificant aspects of reality.