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Titel och upphov Necessary conditions of learning
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Fysisk beskrivning xvi, 307 pages illustrations 23 cm
Anmärkning: Bibliografi etc. Includes bibliographical references and index.
Anmärkning: Innehåll What makes humans human? -- What is to be learned? -- SAmeness and difference in learning -- What does the world look like to others? -- The art of learning -- Making learning possible -- Learning to help others to learn
Anmärkning: Innehållsbeskrivning, sammanfattning 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 way in which the examples are put together is consistent with the theory―it is both presented and applied. The main argument is that in order to learn we have to discern, and to discern the intended ideas we must be presented with carefully structured variation, against a background of invariance. We then go through processes of contrast, generalization, and fusion in order to make sense. These insights form a practical framework for those who design teaching and teaching materials. Necessary Conditions of Learning is a major original work for which scholars of pedagogical theory have been waiting a long time.
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Annat medium E-bok: ISBN 9781317811947
ISBN 9780415739139 0415739136 9780415739146 0415739136
Antal i kö:
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*24510$aNecessary conditions of learning /$cFerence Marton.
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*504 $aIncludes bibliographical references and index.
*5058 $aWhat makes humans human? -- What is to be learned? -- SAmeness and difference in learning -- What does the world look like to others? -- The art of learning -- Making learning possible -- Learning to help others to learn
*520 $aNecessary Conditions of Learning presents a research approach (phenomenography) and a theory (the variation theory of learning ) introduced and developed by Ference Marton and taken up by his wide and varied following around the world―together with their practical applications in educational contexts. Reflecting Marton’s whole lifetime's work, the unique and significant contribution of this book is to offer an evidence-based answer to the questions "How do we make novel meanings our own?" and "How do we learn to see things in more powerful ways?" The presentation makes use of hundreds of empirical studies carried out in Europe and Asia which build on the theory. The line of reasoning and the way in which the examples are put together is consistent with the theory―it is both presented and applied. The main argument is that in order to learn we have to discern, and to discern the intended ideas we must be presented with carefully structured variation, against a background of invariance. We then go through processes of contrast, generalization, and fusion in order to make sense. These insights form a practical framework for those who design teaching and teaching materials. Necessary Conditions of Learning is a major original work for which scholars of pedagogical theory have been waiting a long time.
*650 7$aInlärningspsykologi$0https://id.kb.se/term/sao/Inl%C3%A4rningspsykologi$2sao
*650 7$aFenomenologisk psykologi$0https://id.kb.se/term/sao/Fenomenologisk%20psykologi$2sao
*650 0$aLearning , Psychology of
*650 0$aPhenomenological psychology
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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. 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 way in which the examples are put together is consistent with the theory--it is both presented and applied. The main argument is that in order to learn we have to discern, and to discern the intended ideas we must be presented with carefully structured variation, against a background of invariance. We then go through processes of contrast, generalization, and fusion in order to make sense. These insights form a practical framework for those who design teaching and teaching materials. Necessary Conditions of Learning is a major original work for which scholars of pedagogical theory have been waiting a long time.