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Ference Marton - sv.LinkFang.org

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 necessary conditions of learning. 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 establishing the prerequisites for learning conceived as the "space of learning". Types of Variation Interaction In Marton’ Theory of Variation, four patterns of variation were proposed: contrast, generalization, separation and fusion. They form the kernel for discernment under variation. Leung (2008) used these patterns to develop a lens of variation to interpret explorations in dynamic geometry environments. 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).

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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”.

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This thesis attempts to describe the application of variation theory, as developed by Ference Marton, at a Swedish primary school, intermediate  av C Frostenson · 2016 — psychology, variation theory, collegiate learning, video filmed lessons. In this study Ference Marton Learning study som ”ett systematiskt försök att uppnå ett. Marton, Ference (2015). Necessary Fourth Graders' Understanding of Human Rights, Theory & Research in Social.

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What is variation theorYl Variation theory (VT) was developed by Ference Marton and colleagues (&larton, Tsui et at. 2A04). Marton et al.

Learning study is … 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 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 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 Keywords: variation, variation theory, connections in teaching, making conne ctions, early numbers, teaching and learning additive relations, I also wish to thank Ference Marton! ItÕs been stimulating and inspirin g working with you in the FASETT project Ð I loved those Gothenburg ! mee tings! This website is my attempt to assemble a collection of high-quality, sequences of questions and examples using key principles from Variation Theory.
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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. 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 necessary conditions of learning. 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.
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Learning and Awareness. Ference Marton · Journal of Thought 21 (3):28-49 (1986) John Quay - 2016 - Educational Philosophy and Theory 48 (5):484-497. Using Phenomenography to   The theory of variation was subsequently developed by Marton and  24 Dec 2019 Literature Review and Theoretical Framework. Marton's Variation Theory of Learning (VToL). Ference Marton and his colleagues in Sweden  Ference Marton, född 1939, är professor emeritus i pedagogik vid Göteborgs universitet Sedan slutet av 90-talet har han intresserat sig för variationsteori, en teori som Pang, M.F. & Marton, F. (2005) Learning theory as teaching resource.

Necessary Conditions of Learning: Marton, Ference: Amazon.se

Since its emergence in the late 1990s (Marton & Booth, 1997), the theory has quickly Variation theory was developed by Ference Marton, has now become dominant in current mathematics discussions. 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. That book was Necessary Conditions of Learning by Ference Marton, and at its centre was the phrase ‘variation theory’. 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.

One theory out of a body of educational research underpinning the United  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 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. 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. fusion) by using their own generated examples. The theory helps students draw upon their personal experiences and discern learning from different perspectives.