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

Runt sekelskiftet utvecklades Learning study av en internationell forskargrupp under ledning av professor Ference Marton. Här var mötet med den asiatiska

E-post. ference.marton@ped.gu.se. Besöksadress. 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 learning study

Under the leadership of Professor Ference Marton, we engaged in a project that used of Variation Theory as an explanatory Denna vetenskapliga artikel av Ference Marton och Ming Fai Pang tar upp nödvändiga förutsättningar för lärande utifrån en Learning Study i ämnet ekonomi. De drar slutsatsen att undervisning redan möjliggör lärande genom att lärandeobjektet presenteras utifrån olika perspektiv och låter eleverna urskilja mönster utifrån variation av kritiska aspekter. 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.

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. Camilla Björklund, Maria Alkhede, Angelika Kullberg, Maria Reis, Ference Marton, Anna-Lena Ekdahl, Ulla Runesson.

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.

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.

Here, more detail is provided to show how the forerunner of this method was used in the analysis of the interview data. Of course, the actual term phenomenography post-dates the original work FERENCE MARTON Department of Education, University of G6teborg, Sweden for instance, the phenomenologist would aim at learning about polit- ical power, the psychologist would aim at learning about how people experi- as to the study of people’s experience of a 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 Chapter 2: Learning Conceptions and Outcomes (Lars-Owe Dalgreen) Chapter 3: Approaches to learning (Ference Marton and Roger Saljo) Chapter 4: Skill in Learning and Organising Knowledge (Lennart Svennsson) Chapter 5: Learning Orientations and Study Contracts (Liz … 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 Marton, Ference; Cheung, Wai Ming; Chan, Stephanie W. Y. Educational Action Research, v27 n4 p481-495 2019. The Learning study and the Educational Action Research approaches to educational research are compared, not from a third, neutral point of view, but from the perspective of the former.

I slutet av 1900-talet utvecklade Professor Emeritus Ference Marton Learning study tillsammans med kollegor från Hong Kong University och Göteborgs Seniorforskare. Institutionen för didaktik och pedagogisk. profession. E-post. ference.marton@ped.gu.se.
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häftad, 1997. Skickas inom 5-9 vardagar. Köp boken Learning and Awareness av Ference Marton (ISBN 9780805824551) hos Adlibris. Fri frakt.

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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 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. 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. Ference Marton. International Journal for Lesson and Learning Studies - 2014-01-01.

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

Sweden by Ference Marton and Roger Säljö in the 1970s and furthered especially by Noel dated conceptions of learning styles stem instead from research begun in.

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.