av R Pleijel · 2021 — upplaga 2014), författad av fyra företrädare för den så kallade Göteborgsskolan (Ference Marton,. Lars Owe Dahlgren, Lennart Svensson och Roger Säljö),
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doi10.1111/j.2044-8279.1976.tb02304.x - References - Scientific Research Publishing Ference Marton; Roger Saljö; Richard Skemp Status as a Theory of Learning Deep vs. Surface Learning is not a theory of learning because it does not offer new insights into the complex dynamics of learning. Status as a Theory of Teaching Deep vs. Surface Learning is a theory of teaching. That is, it is focused on modes of structuring lessons Roger Säljö is the director of a national centre of excellence in research. In 2012, Roger Säljö co-founded the academic journal Learning, Culture and Social Interaction.
50 kr. av F Sahlström · 2021 — I Norden och Sverige kom särskilt Roger Säljö (2000, 2005) att bli viktig för Kritik av Ference Marton, Jonas Emanuelsson och Ulla Runesson. I boken Inlärning och omvärldsuppfattning, skriven av Ference Marton, Lars Owe Dahlgren, Lennart Svensson och Roger Säljö (1977), av: Roger Säljö. Kategorier: Pedagogik Pedagogisk av: Ference Marton, Lars Owe Dahlgren, Lennart Svensson, Roger Säljö.
Marton and Säljö (Br J Educ Psychol 46:4–11, 1976a) described deep-level and surface-level processing in experiments in which students read and recalled academic texts. They did not discuss whether levels of processing had any counterparts in students’ everyday studies. However, their article is often credited as the source of the distinction between deep and surface approaches to
Se hela profilen på LinkedIn, se Rogers kontakter och hitta jobb på liknande företag. FERENCE MARTON AND ROGER SÄLJÖ Explaining Differences in Outcome How can we account for the qualitative differences in the outcome of learning described in the previous chapter? Let us take the first of our own studies as an example.
Ference Marton är professor emeritus i pedagogik vid Göteborgs universitet (Ference Marton, Lars Owe Dahlgren, Lennart Svensson, Roger Säljö) som 1977
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“Learning from Reading.” 1992-06-01 Roger Säljö is a Swedish educational psychologist whose research presents a sociocultural perspective on human learning and development. Säljö is a professor of education and educational psychology at Göteborg University and former president of the European Association for Research on Learning and Instruction (EARLI). Ference Marton, Johan Häggström R. Huang & Y. Li (Eds.), Teaching and Learning Mathematics through Variation – Confucian Heritage Meets Western Theories - 2017-01-01 Learning to subitize the first ten numbers as a necessary condition for the development of arithmetic This book stems from more than 25 years of systematic research into the experience of learning undertaken by a research team trying to account for the obvious differences between more or less successful instances of learning in educational institutions. The book offers an answer in terms of the discovery of critical differences in the structure of the learner's awareness and critical Roger Säljö (narozen 2.
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av P Persson · 2012 — Howard Gardner, Peter Gärdenfors, Ference Marton et al. samt Roger Säljö. Metoden jag har använt mig av är en kvalitativ innehållsanalys.
Surface Learning is a theory of teaching. That is, it is focused on modes of structuring lessons Roger Säljö is the director of a national centre of excellence in research. In 2012, Roger Säljö co-founded the academic journal Learning, Culture and Social Interaction. See also.