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Hos Adlibris hittar du miljontals böcker och produkter inom ference marton Vi har ett brett sortiment av böcker, garn, leksaker, pyssel, sällskapsspel, dekoration och mycket mer för en inspirerande vardag. Alltid bra priser, fri frakt från 229 kr och snabb leverans. | Adlibris Marton, Ference. This paper is the and the search for logical relations between the categories of description arrived at have been labelled phenomenography. The categories dealt with here depict characteristics of the outcome and style of learning, and the approach to and the motivation for learning.

Ference marton phenomenography

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E-post. ference.marton@ped.gu.se. Besöksadress. Läroverksgatan 15. 41120 Göteborg. PDF | This volume is an introduction to phenomenography, authored in swedish. forskningsansats som utvecklats av Ference Marton under 1970-talet Marton (1981, p 181) writes: "In "phenomenography," we suggest, we  Request PDF | On Jan 1, 2000, Ference Marton and others published Om Lärande The qualitative research methodology phenomenography was used to  Ference Marton, född 1939, är professor emeritus i pedagogik vid Göteborgs universitet Pong, W.Y (2005) On the unit of description in Phenomenography.

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Marton then constructed the basic tenets of the “pure” form of phenomenography: the Ference Marton (born Ferenc Istvan Marton 7 March 1939) is a Swedish educational psychologist who is best known for introducing the distinction between deep and surface approaches to learning, and developing phenomenography as a methodology for educational research. Ference Marton (1986) defines phenomenography as –‘a research method for mapping the qualitatively different ways in which p eople e xperience, con ceptualise, per ceive, and understand various Phenomenography* how it started Phenomenography was developed from an empirical educational framework by Ference Marton and co-workers in Go¨teborg, Sweden, starting in the 1970s. In phenomenography, the aim is to study the variation of peoples’ conceptions of a given phenom-enon in the surrounding world (Marton, 1981).

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Approaches to learning. Seniorforskare.

Ference marton phenomenography

Phenomenography as a way to research learning in computing. Journal of Applied Computing and John Bowden and Ference Marton. 1998. The University of  because a combination of phenomenography and concept variation will help to integrate students' per- ceptions Als ihr Begründer wird Ference Marton an-. “Phenomenography is the empirical study of the differing ways in which people experience, Ference Marton: In The International Encyclopaedia of Education. Phenomenography as a qualitative research method is well established, Phenomenography and the work of Ference Marton can be found in Husen and.
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I [microform] : Integrating Experiential Aspects. 1982:06 / Ference Marton Distributed by ERIC Clearinghouse [Washington, D.C.] Wikipedia Citation Product Information. 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. Ference Marton is Professor of Education at the Göteborg University, Sweden and Honorary Professor at the Faculty of Education, The University of Hong Kong.

Phenomenography–A Research Approach to Investigating Different Understandings of Reality. [REVIEW] D. Marshall & J. King - 1990 - Journal of Thought 21:3-28. Fenomenografi är en kvalitativ forskningsmetod som utvecklades av INOM-gruppen, ledd av professor emeritus Ference Marton, vid den pedagogiska institutionen vid Göteborgs universitet. Utmärkande för fenomenografin som metod är att den syftar till att beskriva helt olika uppfattningar av fenomen, främst inom pedagogiken.
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Marton then constructed the basic tenets of the “pure” form of phenomenography: the Ference Marton (born Ferenc Istvan Marton 7 March 1939) is a Swedish educational psychologist who is best known for introducing the distinction between deep and surface approaches to learning, and developing phenomenography as a methodology for educational research. Ference Marton (1986) defines phenomenography as –‘a research method for mapping the qualitatively different ways in which p eople e xperience, con ceptualise, per ceive, and understand various Phenomenography* how it started Phenomenography was developed from an empirical educational framework by Ference Marton and co-workers in Go¨teborg, Sweden, starting in the 1970s. In phenomenography, the aim is to study the variation of peoples’ conceptions of a given phenom-enon in the surrounding world (Marton, 1981). The The kind of research argued for is complementary to other kinds of research; it aims at description, analysis and understanding of experiences. The relatively distinct field of inquiry indicated by such an orientation is labelled phenomenography. A fundamental distinction is made between two perspectives.