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Necessary Conditions of 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. Reflecting Marton’s whole lifetime's work, the unique and significant contribution of this book is to offer an evidence-based answer to the questions "How do we make novel meanings our own?" and "How do we learn to see things in more powerful ways?" The presentation makes use of hundreds of empirical studies carried out in Europe and Asia which build on the theory. The line of reasoning and ...
The University of Learning
This groundbreaking book, now available in paperback for the first time, looks at the theory and practice of learning and how universities can improve their quality and competence.
Learning and Awareness
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. The book offers an answer in terms of the discovery of critical differences in the structure of the learner's awareness and critical differences in the meaning of the learner's world. The authors offer a detailed account of the empirical findings that give rise to theoretical insights, and discuss the particular form of qualitative research that has been employed and developed. The form of learning that is the object of study is considered to...
The Experience of Learning
This book aims to introduce the distinction between deep and surface approaches to studying, and to show how teaching, assessment and the whole learning environment influence how students learn.
Classroom Discourse and the Space of Learning
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 are certain necessary conditions for succeeding--although you cannot be sure that learning will take place when those conditions are met, you can be sure that no learning will occur if they are not. The limits of what is possible to learn is what the authors call "the space of learning." Second, language plays a central role in learning--it does not merely convey meaning, it also creates meaning. The book explicates the necessary conditions for successful lea...
On the Learning of Chinese
Although more people speak Chinese than any other language on Earth, proficiency in Chinese is largely confined to the people who live in or adjacent to the Chinese Mainland and Taiwan, and to the ethnic Chinese inhabitants of the various “Chinatowns” in countries around the world. Despite its allure, many people find Chinese a hard language to learn, including a considerable number of children who learn it as mother tongue.
How Chinese Learn Mathematics
The book has been written by an international group of very activeresearchers and scholars who have a passion for the study of Chinesemathematics education. It aims to provide readers with a comprehensiveand updated picture of the teaching and learning of mathematicsinvolving Chinese students from various perspectives, including theways in which Chinese students learn mathematics in classrooms, schools and homes, the influence of the cultural and socialenvironment on Chinese students'' mathematics learning, and thestrengths and weaknesses of the ways in which Chinese learnmathematics
Encyclopedia of the Sciences of Learning
Over the past century, educational psychologists and researchers have posited many theories to explain how individuals learn, i.e. how they acquire, organize and deploy knowledge and skills. The 20th century can be considered the century of psychology on learning and related fields of interest (such as motivation, cognition, metacognition etc.) and it is fascinating to see the various mainstreams of learning, remembered and forgotten over the 20th century and note that basic assumptions of early theories survived several paradigm shifts of psychology and epistemology. Beyond folk psychology and its naïve theories of learning, psychological learning theories can be grouped into some basic ca...
Planning and Analyzing Teaching
Using illustrative teaching case studies, this book demonstrates how teaching informed by a learning theory, specifically variation theory, can equip teachers to facilitate possibilities for students' learning in effective and powerful ways. For a long period of time teaching has been "black-boxed", in favour of other explanations of why students learn or not, such as motivation and social interaction. A large amount of research on teaching and learning, not the least made using variation theory, has shown that students often need to experience the same aspects of the focused content or capability in order to learn, indicating that relationships between teaching and learning are not unique o...
Phenomenography
'Phenomenography' is the second title in the Qualitative Research Methods series. Since the early 1970s, when Ference Marton and his colleagues Roger S lj , Lars- we Dahlgren and Lennart Svensson undertook the pioneering work which led to the establishment of phenomenography, a large number of academics around the world have become interested in their way of doing research. Many have adopted phenomenographic methods in their own work and often this has begun through personal interaction with an experienced phenomenographer. However, it is clear that there are considerable variations in the methods used by different phenomenographic researchers and even by the same researcher in several investigations. This monograph aims to provide an insight into different phenomenographic approaches and show the development of the research techniques that occur during research projects.
