Ference Marton
Biographic Data
| ID | 2497301 |
|---|---|
| NAME | Ference Marton |
| GIVEN NAMES | Ference |
| FAMILY NAME | Marton |
| SIGNATURE | MARTON F |
| AFFILIATIONS | University of Gothenburg |
| VERIFIED | No |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 521 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1976 |
| LATEST PUBLICATION YEAR | 2016 |
| H-INDEX | 5 |
Teaching in primary schools in China and India
The Lived Space of Learning
The Lived Space of Learning: An Inquiry Into Indigenous Australian University Students' Experiences of Studying - 1
On the unit of description in phenomenography
‘Conception’ is the unit of description in Phenomenography. It has two intertwined aspects: the referential aspect, which denotes the global meaning of the object conceptualized; and the structural aspect, which shows the specific combination of features that have been discerned and focused on. We define a feature of an object as a way in which the object appears to be different from other objects, and argue that the discernment of a feature is a…
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 …
Knowledge objects
A small-scale interview study is used to explore a new idea about the ways in which students experience the development of academic understanding within a degree course. Initial analyses had established differences in both the students' intentions and the process by which they developed understanding during revision for final examinations. These distinctive approaches were called forms of understanding, and were found to differ in terms of breadt…
Phenomenography and “the art of teaching all things to all men'’
Each phenomenon in our world can be seen and understood in only a limited number of distinctively different ways. A research method called phenomenography was developed at Gothenburg University to study human understanding of specific phenomena. Understanding is defined as the experiential relations between an individual and a phenomenon. Changes in a person's understanding constitute the most important form of human learning. To determine the ef…
Differences in Understanding and the Use of Reflective Variation in Reading
S ummary . One group of Hungarian (N=29) and one group of Swedish (N=31) secondary school students read Franz Kafka's famous parable “Before the Law” several times, each reading being followed by the students recalling the story and stating how they had understood what the story meant. A limited number of qualitatively different ways of understanding the parable were found and these different ways could be related to each other in terms of how we…
Student Learning in Higher Education
Phenomenography ? Describing conceptions of the world around us
Skill as an Aspect of Knowledge
Students' conceptions of subject matter
Our intention is to outline a certain view of learning and teaching in higher education. In order to make our generalisations more concrete we have used, as an example, a research project concerned with ways of facilitating a deeper understanding of selected concepts in Economics at University level. This project can be seen as a continuation of previous research, especially within another project entitled ‘Study skill and learning ̊s carried out…
On Qualitative Differences in Learning-ii Outcome as a Function of the Learner's Conception of the Task
Two groups of 20 first-year students were asked to read three sections of a textbook. After the first two sections the groups received different types of question. One group received questions which demanded a thorough understanding of the meaning of the passage. The other group was given detailed factual questions. After the final section of reading a common set of questions of both types was asked. Besides providing further evidence of qualitat…
On Qualitative Differences in Learning
This paper describes an attempt to identify different levels of processing of information among groups of Swedish university students who were asked to read substantial passages of prose. Students were asked questions about the meaning of the passages and also about how they set about reading the passages. This approach allows processes and strategies of learning to be examined, as well as the outcomes in terms of what is understood and remembere…
On Qualitative Differences in Learning
This paper describes an attempt to identify different levels of processing of information among groups of Swedish university students who were asked to read substantial passages of prose. Students were asked questions about the meaning of the passages and also about how they set about reading the passages. This approach allows processes and strategies of learning to be examined, as well as the outcomes in terms of what is understood and remembere…
Phenomenography ? Describing conceptions of the world around us
On Qualitative Differences in Learning-ii Outcome as a Function of the Learner's Conception of the Task
Two groups of 20 first-year students were asked to read three sections of a textbook. After the first two sections the groups received different types of question. One group received questions which demanded a thorough understanding of the meaning of the passage. The other group was given detailed factual questions. After the final section of reading a common set of questions of both types was asked. Besides providing further evidence of qualitat…
Knowledge objects
A small-scale interview study is used to explore a new idea about the ways in which students experience the development of academic understanding within a degree course. Initial analyses had established differences in both the students' intentions and the process by which they developed understanding during revision for final examinations. These distinctive approaches were called forms of understanding, and were found to differ in terms of breadt…
Phenomenography and “the art of teaching all things to all men'’
Each phenomenon in our world can be seen and understood in only a limited number of distinctively different ways. A research method called phenomenography was developed at Gothenburg University to study human understanding of specific phenomena. Understanding is defined as the experiential relations between an individual and a phenomenon. Changes in a person's understanding constitute the most important form of human learning. To determine the ef…
Students' conceptions of subject matter
Our intention is to outline a certain view of learning and teaching in higher education. In order to make our generalisations more concrete we have used, as an example, a research project concerned with ways of facilitating a deeper understanding of selected concepts in Economics at University level. This project can be seen as a continuation of previous research, especially within another project entitled ‘Study skill and learning ̊s carried out…
Differences in Understanding and the Use of Reflective Variation in Reading
S ummary . One group of Hungarian (N=29) and one group of Swedish (N=31) secondary school students read Franz Kafka's famous parable “Before the Law” several times, each reading being followed by the students recalling the story and stating how they had understood what the story meant. A limited number of qualitatively different ways of understanding the parable were found and these different ways could be related to each other in terms of how we…
Student Learning in Higher Education
Skill as an Aspect of Knowledge
On Qualitative Differences in Learning-ii Outcome as a Function of the Learner's Conception of the Task
Two groups of 20 first-year students were asked to read three sections of a textbook. After the first two sections the groups received different types of question. One group received questions which demanded a thorough understanding of the meaning of the passage. The other group was given detailed factual questions. After the final section of reading a common set of questions of both types was asked. Besides providing further evidence of qualitat…
On Qualitative Differences in Learning
This paper describes an attempt to identify different levels of processing of information among groups of Swedish university students who were asked to read substantial passages of prose. Students were asked questions about the meaning of the passages and also about how they set about reading the passages. This approach allows processes and strategies of learning to be examined, as well as the outcomes in terms of what is understood and remembere…
Students' conceptions of subject matter
Our intention is to outline a certain view of learning and teaching in higher education. In order to make our generalisations more concrete we have used, as an example, a research project concerned with ways of facilitating a deeper understanding of selected concepts in Economics at University level. This project can be seen as a continuation of previous research, especially within another project entitled ‘Study skill and learning ̊s carried out…
Skill as an Aspect of Knowledge
Phenomenography ? Describing conceptions of the world around us
Student Learning in Higher Education
Phenomenography and “the art of teaching all things to all men'’
Each phenomenon in our world can be seen and understood in only a limited number of distinctively different ways. A research method called phenomenography was developed at Gothenburg University to study human understanding of specific phenomena. Understanding is defined as the experiential relations between an individual and a phenomenon. Changes in a person's understanding constitute the most important form of human learning. To determine the ef…
Differences in Understanding and the Use of Reflective Variation in Reading
S ummary . One group of Hungarian (N=29) and one group of Swedish (N=31) secondary school students read Franz Kafka's famous parable “Before the Law” several times, each reading being followed by the students recalling the story and stating how they had understood what the story meant. A limited number of qualitatively different ways of understanding the parable were found and these different ways could be related to each other in terms of how we…
Knowledge objects
A small-scale interview study is used to explore a new idea about the ways in which students experience the development of academic understanding within a degree course. Initial analyses had established differences in both the students' intentions and the process by which they developed understanding during revision for final examinations. These distinctive approaches were called forms of understanding, and were found to differ in terms of breadt…
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 …
On the unit of description in phenomenography
‘Conception’ is the unit of description in Phenomenography. It has two intertwined aspects: the referential aspect, which denotes the global meaning of the object conceptualized; and the structural aspect, which shows the specific combination of features that have been discerned and focused on. We define a feature of an object as a way in which the object appears to be different from other objects, and argue that the discernment of a feature is a…
The Lived Space of Learning
The Lived Space of Learning: An Inquiry Into Indigenous Australian University Students' Experiences of Studying - 1
Teaching in primary schools in China and India
Psychology (11 works) · Mathematics education (10 works) · Computer Science (8 works) · Evaluation of Teaching Practices (6 works) · Pedagogy (5 works) · Philosophy (5 works) · Linguistics (4 works) · Sociology (4 works) · Epistemology (3 works) · Higher education (3 works)