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. Variation För att man ska kunna urskilja något så förutsätts således en erfaren variation av aspekten i fråga.

Marton, Ference & Booth, Shirley (1997). Learning and awareness. there is much variation in the ways. people experience the world. This. concepts of the theory that underlies.

Ference Marton is Professor of Education at the Goeteborg 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 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. respect, variation theory helps to fill this gap. A Hong Kong research team headed by Lo Mun Ling and Ference Marton sought to go beyond lesson study and developed learning study by embedding variation theory into the framework of lesson study.

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Therefore, it is important for teachers to replace themselves in the position of the learner to improve their teaching.Variation is a key concept in the qualitative research tradition of phenomenography, based on the work by Ference Marton (1981) and others, who have also developed its theoretical underpinnings into the Variation Theory of Learning (Marton, Tsui et al. 2004). 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 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.

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 Variation theory is an extension of phenomenographic perspectives that frame learning as experiencing a phenomenon of interest in more complex ways than before (Marton and Booth 1997). Originating from the phenomenography tradition, variation theory posits that learning implies seeing or experiencing critical aspects of an object of learning (Marton and Booth 1997; Marton 2015).

Seeing an exercise as a single mathematical object: using variation to structure 'dimensions of possible variation' and 'range of permissible change', derived from Ference This particular strength of Marton's v

Ference Marton Tore Nordenstam den variation som kan ge inspiration till den fortsatta utvecklingen av praxisnära theory, practice and action 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 as the Variation Theory of Learning, which has been developed by Professor Ference Marton with his colleagues in the University of Gothenburg and the University of Hong Kong (Marton, 2015; Marton & Morris, 2002; Marton, Tsui et al, 2004). Furthermore, its application resulted in the “Learning Study” model for research on the Varidtion theory providcs a framework for thinking about such content.

The variation theory of Ference Marton and his collaborators has widely been used as a framework for explaining what can possibly be learned in a particular classroom and what cannot. This paper reports on an experiment that put this theory to test in the context of students’ learning of the orthographic structures of Chinese characters.

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. 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 2014-07-18 Ference Marton is Professor of Education at the Goeteborg 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 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 Packey 2005).This theory is known as „Variation Theory‟. In 2014-07-01 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.

The variation theory of learning ( Marton 2015; Marton and Booth Angelika Kullberg & Ference behind what is called 'variation theory' are development of the work done by Ference Marton and his of variation in learning and doing mathematics, that is. Jun 20, 2014 Necessary Conditions of Learning presents a research approach ( phenomenography) and a theory (the variation theory of learning) introduced  We would like to discuss how phenomenography/variation theory can be that there will be a presentation at the conference by Professor Ference Marton. Jan 23, 2013 1 and Ference Marton2 According to the Variation Theory of Learning (e.g. Marton and Pang 2006; Marton and Tsui 2004), to be able to  Patterns of variation from Marton's Theory of Variation are understood (The abstract of a seminar given by Ference Marton at The University of Hong Kong, 21.
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Our writing then was a development of the work done by Ference Marton The purpose of this paper is to elaborate the concepts of part and whole in Ference Marton's variation theory for dealing with how learners come to understand something of a whole as made up of its parts. variation in the future is by experiencing variation in the present and by having experienced variation in the past.” (The abstract of a seminar given by Ference Marton at The University of Hong Kong, 21 Nov 2006) According to Marton’s Theory of Variation, discernment of critical features occurs The variation theory of learning (Marton 2015; Marton and Booth 1997) points to variation as a necessary component in teaching in order for students to notice what is to be learned. Lo, M. L., & Marton, F. (2012). Towards a science of the art of teaching: Using variation theory as a guiding principle of pedagogical design.
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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

Ference Marton is Professor of Education at the Goeteborg 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 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. respect, variation theory helps to fill this gap.

Universities are rarely structured to facilitate learning and when they are, it is often done so in a limited way. This book looks at the theory and practice of learning and how universities can improve their quality and competence.

This. concepts of the theory that underlies. the learning process? Of course, we could have had a theory or a model of processes involved in learning by reading a text. We could have attempted to test that theory or model by ceteris paribus varying one factor at a time between one or several experimental and control groups. In fact we did not have any such theory or model Deep and Varied Approach to Learning Marton and Säljö (1976) made a distinction between two ways of going about learning, the deep approach and the surface approach.

developer using variation theory.