hkr.sePublikasjoner
Endre søk
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Generative learning: learning beyond the learning situation
Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning Design (LeaD).
Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Fakulteten för lärarutbildning, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).ORCID-id: 0000-0003-3109-3943
2007 (engelsk)Inngår i: Educational action research, ISSN 0965-0792, E-ISSN 1747-5074, Vol. 15, nr 2, s. 181-208Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

In this article an educational action research study, based on a phenomenographic approach, is reported in which unexpected results have been possible to gather thanks to the inductive design of the study. The aim is to describe the ways in which contrasts of critical aspects of a learning object affect the students' generative learning found by analysing three learning studies based on the theory of variation. Variation is in this article defined as the varied ways a phenomenon can be discerned. By contrasting critical aspects (i.e. main features needed to understand a phenomenon) in a dimension of variation, the learning object (i.e. the targeted ability or knowledge taught) can change form and be experienced in different ways that influence the students' ability to learn. To investigate in which ways the contrasts affect the students' learning outcome was the primary focus of the study, but the results also show an interesting pattern of how students' learning outcomes in the short-term and long-term perspective are affected. In this study we have worked with learning study as a method, and the results are based on analyses of three learning studies made up of three lessons each. The results show how one pattern of contrasts allows the students to look critically upon their previous knowledge and make them find new ways of seeing the object of learning. This pattern has also been found to be more powerful in preparing students for future learning, since it seems to generate new learning (generative learning) after the learning situation itself. 

sted, utgiver, år, opplag, sider
2007. Vol. 15, nr 2, s. 181-208
Emneord [en]
Generative learning, Instruction, Learning study, Phenomenography, Variation theory
HSV kategori
Identifikatorer
URN: urn:nbn:se:hkr:diva-7096DOI: 10.1080/09650790701314684OAI: oai:DiVA.org:hkr-7096DiVA, id: diva2:345919
Tilgjengelig fra: 2010-08-27 Laget: 2010-08-26 Sist oppdatert: 2021-09-21bibliografisk kontrollert

Open Access i DiVA

Fulltekst mangler i DiVA

Andre lenker

Forlagets fulltekst

Person

Holmqvist, MonaGustavsson, Laila

Søk i DiVA

Av forfatter/redaktør
Holmqvist, MonaGustavsson, Laila
Av organisasjonen
I samme tidsskrift
Educational action research

Søk utenfor DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric

doi
urn-nbn
Totalt: 567 treff
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf