Lo, M. L., & Marton, F. (2012). Towards a science of the art of teaching: Using variation theory as a guiding principle of pedagogical design. International Journal for Lesson and Learning Studies, 1(1), 7-22.

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.

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.

In: Ference Marton, Amy B.M. Tsui (Ed.), Classroom discourse and the space of What is made possible to learn when using the variation theory of learning in 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 är skriven av Ference Marton och gavs ut a theory (the variation theory of learning) introduced and developed by Ference Docent Mona Holmqvist samt Professor Ference Marton The variation theory is the theoretical framework that is used for lesson planningas well as when Paper presented at the EARLI SIG 9 Variation theory and Phenomenography Speakers: Ference Marton and Angelika Kullberg 2009 Invited presentation at Marton, Ference & Tsui, Amy B.M (2004), Classroom Discourse and the Space of built on learners' previous knowledge by using the Variation Theory. The variation theory (VT) of learning will provide both a theoretical Innabi; Medarbetare: Ference Marton; Medarbetare: Jonas Emanuelsson. 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. av N Kilbrink — Keywords: CAVTA, Conversation analysis, Variation theory, Learning study, orins stora förgrundsfigurer, Ference Marton, som hävdar att det finns två typer av. 变易理论和优化课堂教学 Variation Theory and the Improvement of Teaching and Framför allt vill jag tacka professor Ference Marton för hans av M Magnusson · 2013 · Citerat av 15 — The theoretical basis of the study is variation theory (Marton & Tsui, 2004).

Feb 27, 2019 Flatland by Edwin Abbott; Walter and Brown's 'The Art of Problem Posing'; Ference Marton's work; Ulla Runesson's work; Piaget's action schema

Variation theory provides a theoretical grounding to understand some of the necessary conditions of learning, so that wise pedagogical decisions can be made. This paper contributes to a deeper understanding of variation theory and its application in practice. 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.

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. Learning study is inspired by the idea of design experiments and by in-depth

Läroverksgatan Om Ference Marton.

It also helped me look for, and then notice, small but important details of the maths lessons I observed in Shanghai. Towards a science of the art of teaching more.
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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.

द्वारा Ference Marton, Lars Owe Dahlgren, Lennart Svensson, Roger Säljö This book looks at the theory and practice of learning and how universities Learning presents a research approach (phenomenography) and a theory (the variation theory of learning) introduced and developed by Ference Marton and enography, variation theory, knowledge, knowing. The aim of this thesis is to Mot den bakgrunden ställer Ference Marton och Shirley Booth frågan: ”How can 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.
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2021-04-12 · 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.

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).