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Ference Marton Göteborgs universitet

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. 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.

Everyday low prices and free delivery on eligible orders. 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 Study Skills and Learning. Marton, Ference.

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 departure for studies aiming at improving learning in pedagogical 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.

Anna-Karin Frisk: Varför behövs Learning Study? – Skola och

Med Facebook kan du dela ditt liv 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 The authors advocate an integration of elements that are often dealt with separately - theory and practice, teaching and research, and the levels of institution and 20 Jun 2014 Necessary Conditions of Learning presents a research approach ( phenomenography) and a theory (the variation theory of learning) introduced The articles reported on 25 years of educational research begun in. 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. Sweden in the mid-1970s by Ference.

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It took inspiration from the Japanese lesson study and later from the Chinese teachers’ research group model (e.g., Ma 1999).

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.
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Gillian Boulton-lewis. David Lewis. Ference Marton.

Ference Marton, W. M. Cheung, S. W. Y. Chan. Educational Action Research - 2019-01-01. Teaching finger patterns for arithmetic development to.
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Classroom Discourse and the Space of Learning more. by Ference Marton. Classroom Discourse and the Space of Learning is about learning in schools and the central role of language in learning. The investigations of learning it reports are based on two premises: First, whatever you are trying to learn, there more. Learning Ference Marton Department of Education Göteborg University, Sweden Ming Fai Pang Faculty of Education The University of Hong Kong 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 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 Beaty, Graham Gibbs, and Alistair Morgan) 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 Ference Marton utvecklade fenomenografin som en vetenskaplig metod, en metod som är specialutvecklad just för att studera människors lärande.