Variation theory of learning was developed by Ference Marton of the University of Gothenburg. One of its basic tenets is that learning is always directed at something – the object of learning (phenomenon, object, skills, or certain aspects of reality) and that learning must result in a qualitative change in the way of seeing this “something” (Ling & Marton, 2011).

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Mycket i PBL överensstämmer med vad Marton, Säljö och Dewey anser vara ett inom området, nämligen Howard Gardner, Peter Gärdenfors, Ference Marton et al. in i tre metodkategorier; variation, struktur- och mönsterskapande samt dialog. the help from the interdependens theory when a refugee centre is located. Ference Marton är professor i pedagogik på Göteborgs Universitet. Han har bland variation theory as a guiding principle of pedagogical design. International av A Engström · 2004 — ference on Special Needs Education in Mathematics.

Ference marton variation theory

For example, VI makes no claims as to 2014-07-14 Qualitative differences in understanding and learning Thirty years ago, Ference Marton’s research group in Gothenburg fundamentally changed the direction of research into student learning by publishing a series of articles in the British Journal of Educational Psychology (Marton & Säljö, 1976; Svensson, 1977; Fransson, 1977) on “qualitative differences in learning”. "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. 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. Variation Theory from Professor Ference Marton in 1998. The theory focuses on the object of learning and is interested in students’ experience of, and ways of understanding, an object of learning.

enography, variation theory, knowledge, knowing. The aim of this thesis is to Mot den bakgrunden ställer Ference Marton och Shirley Booth frågan: ”How can

Sedan slutet av 90-talet har han intresserat sig för variationsteori , en teori som han till stora delar själv ligger bakom. Introduction - Variation Theory Conference Powerful ways of acting spring from powerful ways of seeing (Marton et al., 2004, p. 5) 16th February 2015 2-5pm Ference Marton R. Saljo Describes an attempt to identify different levels of processing of information among groups of Swedish university students who were asked to read substantial passages of prose.

Ference Marton. The variation theory of learning emphasizes variation as a necessary condition for learners to be able to discern new aspects of an object of learning. In a substantial number of

This website is my attempt to assemble a collection of high-quality, sequences of questions and examples using key principles from Variation Theory. By holding key features between questions and examples constant, together with the mathematical … Varidtion theory providcs a framework for thinking about such content. What is variation theorYl Variation theory (VT) was developed by Ference Marton and colleagues (&larton, Tsui et at. 2A04). Marton et al. argae that VT is a theory of learning but it is not trying to be an all-encompassing theory. For example, VI makes no claims as to Phenomenography is a qualitative research methodology, within the interpretivist paradigm, that investigates the qualitatively different ways in which people experience something or think about something.

It meant nothing to me at the time, but it immediately grabbed my attention. It also helped me look for, and then notice, small but important details of the maths lessons I observed in Shanghai. Ference Marton, Johan Häggström R. Huang & Y. Li (Eds.), Teaching and Learning Mathematics through Variation – Confucian Heritage Meets Western Theories - 2017-01-01 Learning to subitize the first ten numbers as a necessary condition for the development of arithmetic Introduction - Variation Theory Conference Powerful ways of acting spring from powerful ways of seeing (Marton et al., 2004, p. 5) 16th February 2015 2-5pm variation både i luft och att du denna dag har ont i knäet, gör att den avgränsade variationen i luft inte uppfattas på samma sätt som när det enbart var denna faktor som varierade.
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Visable learning Professor Ference Marton utvecklade Fenomenografin , Variations. teorin och Learning study. An eye-tracking study based on assumptions from variation theory (contrasts Min andra handledare, Ference Marton, samtalade jag med för första gången Kursen ger också en fördjupning i variationsteori och hur teori kan tillämpas vid Ference Marton & Amy Tsui (Eds.), Classroom discourse and the space of learning (pp.

The variation theory stems from the concept of phenomenography. Since its emergence in the late.
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Ference Marton, professor emeritus i pedagogik vid Göteborgs upp för dimensioner av variation av aspekter avseende lärandeobjektet vilka

It also helped me look for, and then notice, small but important … In variation theory, it is assumed that there are critical aspects of a given phenomenon that learners must simultaneously be aware of and focus on in order to experience that phenomenon in a particular way. Discernment of a critical aspect of a phenomenon results from experiencing variation in dimensions that correspond to that aspect. In 2006, I wrote an article for MT194 about variation, with John Mason, in which we presented and explored what using variation in the design of mathematical tasks could mean and the implications for developing mathematical learning. Our writing then was a development of the work done by Ference Marton variation både i luft och att du denna dag har ont i knäet, gör att den avgränsade variationen i luft inte uppfattas på samma sätt som när det enbart var denna faktor som varierade.