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Conference Paper: Connecting student learning and classroom teaching through the variation framework

TitleConnecting student learning and classroom teaching through the variation framework
Authors
KeywordsClassroom research
Phenomenography
Student cognition
Issue Date2007
PublisherEuropean Association for Research on Learning and Instruction.
Citation
The 12th Biennial Conference for Research on Learning and Instruction: Developing Potentials for Learning, Budapest, Hungary, 28 August-1 September 2007. How to Cite?
AbstractIn a recent paper in The Harvard Educational Review, Graham Nuthall, has called attention to the lacking link between student learning and classroom teaching (2004). This lack is as evident in educational research as is in the minds of teachers. Lack in the first respect means that research does offer any theoretical tools for teachers for learning from their own experiences, hence lack in the first respect contributes to lack in the second respect. Accordingly, 'Teachers often feel that learning outcomes are unpredictable, mysterious and uncontrollable' (Kennedy, 1999 quoted by Nuthall, 2004 p 276). The aim of our presentation is to describe a framework, the variation framework from phenomenography, which we believe to be useful in connecting student learning and classroom teaching. By using it, researchers can learn about the nature of the relationship between the two, and teachers can learn from their own experiences about how their students' learning relates to their teaching. This can be done by telling apart what is critical in teaching for the students' learning, from what is not critical. First, however, we have to point out the kind of learning outcomes in relation to which features of teaching might be critical.
Persistent Identifierhttp://hdl.handle.net/10722/109515

 

DC FieldValueLanguage
dc.contributor.authorMarton, Fen_HK
dc.contributor.authorPang, MFen_HK
dc.date.accessioned2010-09-26T01:25:35Z-
dc.date.available2010-09-26T01:25:35Z-
dc.date.issued2007en_HK
dc.identifier.citationThe 12th Biennial Conference for Research on Learning and Instruction: Developing Potentials for Learning, Budapest, Hungary, 28 August-1 September 2007.-
dc.identifier.urihttp://hdl.handle.net/10722/109515-
dc.description.abstractIn a recent paper in The Harvard Educational Review, Graham Nuthall, has called attention to the lacking link between student learning and classroom teaching (2004). This lack is as evident in educational research as is in the minds of teachers. Lack in the first respect means that research does offer any theoretical tools for teachers for learning from their own experiences, hence lack in the first respect contributes to lack in the second respect. Accordingly, 'Teachers often feel that learning outcomes are unpredictable, mysterious and uncontrollable' (Kennedy, 1999 quoted by Nuthall, 2004 p 276). The aim of our presentation is to describe a framework, the variation framework from phenomenography, which we believe to be useful in connecting student learning and classroom teaching. By using it, researchers can learn about the nature of the relationship between the two, and teachers can learn from their own experiences about how their students' learning relates to their teaching. This can be done by telling apart what is critical in teaching for the students' learning, from what is not critical. First, however, we have to point out the kind of learning outcomes in relation to which features of teaching might be critical.-
dc.languageengen_HK
dc.publisherEuropean Association for Research on Learning and Instruction.-
dc.relation.ispartofBiennial Conference for Research on Learning and Instructionen_HK
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subjectClassroom research-
dc.subjectPhenomenography-
dc.subjectStudent cognition-
dc.titleConnecting student learning and classroom teaching through the variation frameworken_HK
dc.typeConference_Paperen_HK
dc.identifier.emailMarton, F: ference.marton@ped.gu.seen_HK
dc.identifier.emailPang, MF: pangmf@hkucc.hku.hk-
dc.identifier.authorityPang, MF=rp00946en_HK
dc.description.naturepostprint-
dc.identifier.hkuros135189en_HK
dc.description.otherThe 12th Biennial Conference for Research on Learning and Instruction: Developing Potentials for Learning, Budapest, Hungary, 28 August-1 September 2007.-

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