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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.
RESUMEN . La fenomenografía es un enfoque metodológico nacido hace pocas décadas de la investigación educativa que ha sido poco utilizado en la investigación sobre tecnología educativa.
Ference MARTON | Cited by 22,553 | of University of Gothenburg, Göteborg (GU) | Read 115 publications | Contact Ference MARTON
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
- 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
Introduction. In 1976, Ference Marton and Roger Sa ̈ljo ̈ of the University of Go ̈teborg (Gothenburg) published a paper entitled ‘‘On qualitative differences in learning: 1. Outcome and process’’ (Marton and Sa ̈ljo ̈ 1976a).
21 de oct. de 2011 · John Bowden, Ference Marton. Narcea Ediciones, Oct 21, 2011 - Education - 352 pages. La Universidad del siglo XXI es un lugar para aprender, para provocar el aprendizaje; aunque esto no implica...
