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Ference Marton (born Ferenc Istvan Marton 7 March 1939) is a Swedish educational psychologist who is best known for introducing the distinction between deep and surface approaches to learning, and developing phenomenography as a methodology for educational research.
- Sources Published in 2012
- Levels of Processing and Approaches to Learning
- The View from Abroad
- What Did Marton and Säljö (1984) Say?
In principle, it would be interesting to examine variations in how Marton and Säljö’s (1976a) article has been cited over the last 39 years. However, as I mentioned in the introduction, this would require the examination of nearly 1000 citing publications. To render the task more tractable, I examined just those publications that cited their articl...
The main reason for this phenomenon is that following the publication of Marton and Säljö’s (1976a) article the meaning of the expression “approaches to learning” was extended to encompass what Marton had originally called “levels of processing” in experimental tasks. This first became apparent in accounts published by Svensson (1976, 1977), who ha...
This conflation was exhibited by other researchers. Entwistle (1977) summarized the work of the Göteborg group for a British readership. He correctly employed Marton’s (1975a) distinction between deep-level and surface-level processing when describing the results of the original experiment on reading a piece of text, but he then adopted Svensson’s ...
Later that year, Marton et al. (1984) edited a collection of papers on The experience of learning. After a general introduction by Entwistle reviewing the different perspectives on learning and a chapter by Dahlgren on the outcomes of learning, there appeared a chapter by Marton and Säljö (1984) called simply “Approaches to learning.” The first par...
- John T. E. Richardson
- john.t.e.richardson@open.ac.uk
- 2015
Ference MARTON | Cited by 22,553 | of University of Gothenburg, Göteborg (GU) | Read 115 publications | Contact Ference MARTON
Gotemburgo Ference Marton (1981, 1986), en los años 80. A partir de una investigación seminal (Marton et al., 1977), desarrolló un enfoque metodológico con el propósito de acercarse al proceso de enseñanza-aprendizaje en el ámbito universitario desde las experiencias del alumnado y profesorado.
According to Ference Marton ( 1986, 1994 ), one of the original developers of phenomenography, there are a limited number of qualitatively distinct ways a particular group of people can conceptualize or experience a given phenomenon; the goal of the phenomenographer is to identify and categorize these different conceptions.
- marykay.orgill@unlv.edu
Many authors claim that Marton and Sa¨ljo¨ (1976a) introduced the notion of an ‘‘approach to learning.’’ Moreover, some authors claim that Marton and Sa¨ljo¨ (1976a) introduced the research method known as ‘‘phenomenography.’’ In this article, I review the work of the Go¨teborg group (Ference Marton and his research
6 de may. de 2021 · Phenomenography is an empirical research paradigm developed by Ference Marton, Lars Owe Dahlgren, Roger Säljö and Lennart Svensson during the early 1970s that aims at describing the qualitatively different ways in which people experience the same phenomenon ( Pang & Ki, 2016 ).
