Ference Marton
Necessary Conditions of Learning
Ference Marton
Necessary Conditions of Learning
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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.
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.
Produktdetails
- Produktdetails
- Verlag: CRC Press
- Seitenzahl: 324
- Erscheinungstermin: 14. Juli 2014
- Englisch
- Abmessung: 229mm x 157mm x 23mm
- Gewicht: 567g
- ISBN-13: 9780415739139
- ISBN-10: 0415739136
- Artikelnr.: 40542635
- Verlag: CRC Press
- Seitenzahl: 324
- Erscheinungstermin: 14. Juli 2014
- Englisch
- Abmessung: 229mm x 157mm x 23mm
- Gewicht: 567g
- ISBN-13: 9780415739139
- ISBN-10: 0415739136
- Artikelnr.: 40542635
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. Both the methodology and theory were developed by Marton together with research groups in Sweden, the UK, Australia, and China.
Preface
1. What makes humans human?
Cultural evolution
The species that teaches its offspring
The origin of pedagogy
Learning from others
Learning as a by-product and learning as an aim
"De-pedagogizing" learning
Pedagogies of learning
Teachers' professional knowledge
What this book is about
2. What is to be learned?
What matters?
Organizing learning
What is to be learned?
Learning as differentiation
Different meanings of what is to be learned
3. Sameness and difference in learning
The problem with direct reference
Discerning features that have been discerned previously
Discerning features that have not been discerned previously
We do have to learn to discern features whether or not they are innate
Learning to discern novel features and aspects
Dimensions of variation, and values*
Neither from the specific to the general, nor the other way around
Patterns of variation and invariance
The path of learning
Critical aspects and critical features again
Why is the experience of difference, against a background of the experience
of sameness, necessary for learning to discern novel features and novel
aspects?
Delimitation
Grouping
Differences and experienced differences
Discernment, difference, simultaneity
Discerning and learning to discern
Using the known to prepare for the unknown
The transfer of learning
4. What does the world look like to others?
The revelation of Jonas Emanuelsson
What is to be learned, again: Ways of seeing
Finding critical aspects
The learner's perspective and the observer's perspective
Logic and understanding
Asking questions
Analyzing answers
The idea of phenomenography
Qualitative differences in learning, specific to specific objects of
learning
5. The art of learning
Learners generating patterns of variation and invariance
Discoveries as discernments
Innovations and the opening up of new dimensions of variation
Finding novel meanings
6. Making learning possible
Three faces of the object of learning
Necessary conditions of necessary conditions of learning
The origin of differences
Analysing lessons
Comparing teaching
Relating learning and teaching to each other
Bringing about learning: Patterns of variation and invariance as tools for
planning and conducting teaching
Bringing learning about: Implementing patterns of variation and
invariance
Bringing about learning: The order of things
Hierarchical and sequential structure in reading and writing
Can the "art of learning" be learned?
There are no teaching experiments
Putting conjectures to the test
The Chinese connection
7. Learning to help others to learn
What teachers have to be good at
1. What makes humans human?
Cultural evolution
The species that teaches its offspring
The origin of pedagogy
Learning from others
Learning as a by-product and learning as an aim
"De-pedagogizing" learning
Pedagogies of learning
Teachers' professional knowledge
What this book is about
2. What is to be learned?
What matters?
Organizing learning
What is to be learned?
Learning as differentiation
Different meanings of what is to be learned
3. Sameness and difference in learning
The problem with direct reference
Discerning features that have been discerned previously
Discerning features that have not been discerned previously
We do have to learn to discern features whether or not they are innate
Learning to discern novel features and aspects
Dimensions of variation, and values*
Neither from the specific to the general, nor the other way around
Patterns of variation and invariance
The path of learning
Critical aspects and critical features again
Why is the experience of difference, against a background of the experience
of sameness, necessary for learning to discern novel features and novel
aspects?
Delimitation
Grouping
Differences and experienced differences
Discernment, difference, simultaneity
Discerning and learning to discern
Using the known to prepare for the unknown
The transfer of learning
4. What does the world look like to others?
The revelation of Jonas Emanuelsson
What is to be learned, again: Ways of seeing
Finding critical aspects
The learner's perspective and the observer's perspective
Logic and understanding
Asking questions
Analyzing answers
The idea of phenomenography
Qualitative differences in learning, specific to specific objects of
learning
5. The art of learning
Learners generating patterns of variation and invariance
Discoveries as discernments
Innovations and the opening up of new dimensions of variation
Finding novel meanings
6. Making learning possible
Three faces of the object of learning
Necessary conditions of necessary conditions of learning
The origin of differences
Analysing lessons
Comparing teaching
Relating learning and teaching to each other
Bringing about learning: Patterns of variation and invariance as tools for
planning and conducting teaching
Bringing learning about: Implementing patterns of variation and
invariance
Bringing about learning: The order of things
Hierarchical and sequential structure in reading and writing
Can the "art of learning" be learned?
There are no teaching experiments
Putting conjectures to the test
The Chinese connection
7. Learning to help others to learn
What teachers have to be good at
Preface
1. What makes humans human?
Cultural evolution
The species that teaches its offspring
The origin of pedagogy
Learning from others
Learning as a by-product and learning as an aim
"De-pedagogizing" learning
Pedagogies of learning
Teachers' professional knowledge
What this book is about
2. What is to be learned?
What matters?
Organizing learning
What is to be learned?
Learning as differentiation
Different meanings of what is to be learned
3. Sameness and difference in learning
The problem with direct reference
Discerning features that have been discerned previously
Discerning features that have not been discerned previously
We do have to learn to discern features whether or not they are innate
Learning to discern novel features and aspects
Dimensions of variation, and values*
Neither from the specific to the general, nor the other way around
Patterns of variation and invariance
The path of learning
Critical aspects and critical features again
Why is the experience of difference, against a background of the experience
of sameness, necessary for learning to discern novel features and novel
aspects?
Delimitation
Grouping
Differences and experienced differences
Discernment, difference, simultaneity
Discerning and learning to discern
Using the known to prepare for the unknown
The transfer of learning
4. What does the world look like to others?
The revelation of Jonas Emanuelsson
What is to be learned, again: Ways of seeing
Finding critical aspects
The learner's perspective and the observer's perspective
Logic and understanding
Asking questions
Analyzing answers
The idea of phenomenography
Qualitative differences in learning, specific to specific objects of
learning
5. The art of learning
Learners generating patterns of variation and invariance
Discoveries as discernments
Innovations and the opening up of new dimensions of variation
Finding novel meanings
6. Making learning possible
Three faces of the object of learning
Necessary conditions of necessary conditions of learning
The origin of differences
Analysing lessons
Comparing teaching
Relating learning and teaching to each other
Bringing about learning: Patterns of variation and invariance as tools for
planning and conducting teaching
Bringing learning about: Implementing patterns of variation and
invariance
Bringing about learning: The order of things
Hierarchical and sequential structure in reading and writing
Can the "art of learning" be learned?
There are no teaching experiments
Putting conjectures to the test
The Chinese connection
7. Learning to help others to learn
What teachers have to be good at
1. What makes humans human?
Cultural evolution
The species that teaches its offspring
The origin of pedagogy
Learning from others
Learning as a by-product and learning as an aim
"De-pedagogizing" learning
Pedagogies of learning
Teachers' professional knowledge
What this book is about
2. What is to be learned?
What matters?
Organizing learning
What is to be learned?
Learning as differentiation
Different meanings of what is to be learned
3. Sameness and difference in learning
The problem with direct reference
Discerning features that have been discerned previously
Discerning features that have not been discerned previously
We do have to learn to discern features whether or not they are innate
Learning to discern novel features and aspects
Dimensions of variation, and values*
Neither from the specific to the general, nor the other way around
Patterns of variation and invariance
The path of learning
Critical aspects and critical features again
Why is the experience of difference, against a background of the experience
of sameness, necessary for learning to discern novel features and novel
aspects?
Delimitation
Grouping
Differences and experienced differences
Discernment, difference, simultaneity
Discerning and learning to discern
Using the known to prepare for the unknown
The transfer of learning
4. What does the world look like to others?
The revelation of Jonas Emanuelsson
What is to be learned, again: Ways of seeing
Finding critical aspects
The learner's perspective and the observer's perspective
Logic and understanding
Asking questions
Analyzing answers
The idea of phenomenography
Qualitative differences in learning, specific to specific objects of
learning
5. The art of learning
Learners generating patterns of variation and invariance
Discoveries as discernments
Innovations and the opening up of new dimensions of variation
Finding novel meanings
6. Making learning possible
Three faces of the object of learning
Necessary conditions of necessary conditions of learning
The origin of differences
Analysing lessons
Comparing teaching
Relating learning and teaching to each other
Bringing about learning: Patterns of variation and invariance as tools for
planning and conducting teaching
Bringing learning about: Implementing patterns of variation and
invariance
Bringing about learning: The order of things
Hierarchical and sequential structure in reading and writing
Can the "art of learning" be learned?
There are no teaching experiments
Putting conjectures to the test
The Chinese connection
7. Learning to help others to learn
What teachers have to be good at