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

Ference Marton at University of Gothenburg Variation theory is the most commonly used theory within a learning study, although some have criticized the use 

How we understand it depends on what features we focus on and discern simultaneously (Marton and … Ference Marton. 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. More recently, he developed a theory of classroom learning based on 2021-04-12 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 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 behaviour that I call reflect, expect, check, explain and the supporting role of the teacher, I believe we can help students better understand key 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 In order to focus on how to go about teaching through variation, I draw on a learningfocused pedagogical theory, called the Variation Theory of Learning, developed by Ference Marton and his colleagues within the phenomenographic educational research tradition (e.g., Marton & Booth 1997;Marton, Tsui et al., 2004) and its application to religious education (Hella 2008(Hella , 2009Hella & Wright Ference Martona, Wai Ming Cheung band Stephanie W. Y. Chan aDepartment of Pedagogical, Curricular and Professional Studies, University of Gothenburg, Gothenburg, conceptual framework from phenomenography and variation theory (Marton and Booth 1997) Ference Marton is Professor of Education at the Göteborg University, Sweden and Honorary Professor at the Faculty of Education, The University of Hong Kong.

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by Angelika Kullberg, Ulla Runesson Kempe and Ference Marton Exemplification in Mathematics Education by Liz, Bills, Tommy Dreyfus, John Mason, … Towards a science of the art of teaching more. by Ference Marton. ABSTRACT Purpose – One important contribution of variation theory to learning study is that it brings the focus of the learning study sharply on the object of learning and provides a theoretical grounding to understand some of the more. 2021-04-06 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 … 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 Variation theory of learning was developed by Ference Marton of the University of Gothenburg.

The variation theory stems from the concept of phenomenography.

19 Jun 2018 20. Variation Theory. （變易理論）. Ference Marton the University of Gothenburg . Marton, F., & Booth, S. (1997). Learning and Awareness.

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. Variation theory provides a theoretical grounding to understand some of the necessary conditions of learning, so that wise pedagogical decisions can be made.

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

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 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.

Under the leadership of Professor Ference Marton, we engaged in a project that used of Variation Theory as an explanatory Variation theory of learning was developed by Ference Marton of the University of Gothenburg.
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Although such an argument may be true in a general way, it cannot explain the results of this 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, 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 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 1 dag sedan · Kullberg, Angelika, Ulla Runesson Kempe, and Ference Marton. "What is made possible to learn when using the variation theory of learning in teaching mathematics?." ZDM (2017): 1-11. This paper describes the variation theory of learning, its underlying principles, and how it might be appropriated by teachers. variation (Marton, 2015).

Ference Marton and his colleagues in Sweden  This study explored how the teaching of probability under the framework of Ference Marton's Variation Theory affected the learning outcomes of secondary 5   Mar 9, 2018 This new development came to be known as the Variation Theory of Learning, which has been developed by Professor Ference Marton with  Sep 24, 2019 Phenomenography was originally developed by Professor Ference Marton and his colleagues at the University of Gothenburg in their studies of  Necessary Conditions of Learning presents a research approach ( phenomenography) and a theory (the variation theory of learning) introduced and developed  John Mason. University of Oxford and Open University. Variation theory, promoted by Ference Marton and colleagues (Marton and Booth 1997, Marton and  research approach (phenomenography) and a theory (the variation theory of learning) introduced and developed by Ference Marton and taken up by his wide   Lo Mun Ling, Ference Marton.
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av Ference Marton E-bok, 2014, Engelska, ISBN 9781317811947 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 …

Marton, F., & Booth, S. (1997). Learning and Awareness.