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.

The point of departure for a Learning study is a specific object of learning (i.e. something the students are supposed to learn). A group of teachers, usually together with a researcher, try to find as a powerful way of teaching the particular object of learning as possible.

Marc-Wogau Titeln på engelska är The experience of Learning. Marton, F. Booth, S. Marton, Ference. Morris, Paul En ”learning study” innebär att en grupp lärare som undervisar på samma åldersnivå och i samma Göteborg, i februari 2008 Ference Marton. Ference Marton, Mun Ling Lo and their colleagues in Hong Kong. In this project, groups of teacherswentthroughcyclesofactionresearchinimplementing,evaluatingandmodifying a lesson (Lo, Pong, and Chik 2005). It took inspiration from the Japanese lesson study and later from the Chinese teachers’ research group model (e.g., Ma 1999).

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.

Correspondence and requests for reprints should be sent to Ference Marton, Department of Educa-tion,GöteborgUniversity,Box300,SE40530Göteborg,Sweden.E-mail:ference.marton@ped.gu.se 1We do not make any distinction between design experiments, design-based research, or design studies.

The idea and practice of learning study book. By FERENCE MARTON, ULLA RUNESSON.

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

Ference Marton, Mun Ling Lo and their colleagues in Hong Kong. In this project, groups of teacherswentthroughcyclesofactionresearchinimplementing,evaluatingandmodifying a lesson (Lo, Pong, and Chik 2005). It took inspiration from the Japanese lesson study and later from the Chinese teachers’ research group model (e.g., Ma 1999).

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.
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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. 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-.

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. Pris: 490 kr. e-bok, 2013. Laddas ned direkt.
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Abstract. 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 possible to manipulate students' approach to studying in order to influence the learning outcomes.

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 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).