By John A Bowden, Eleanor Walsh
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A structural syllabus mixed with child-centred actions.
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Additional resources for Phenomenography
It attempts to discover what different approaches students are taking and to understand these in terms of the outcomes of their learning activities. Good teachers do that as a preliminary to further action to help their students come to understand the concept concerned and, of course, many do it instinctively. That is the appeal of Marton’s work, of most phenomenographic research into learning; teachers can identify with both the methodology and the findings (Bowden 1986, p. 10). Just as the research and its theoretical base have developed over the last decade so, too, has my own thinking about learning, teaching and staff development.
Prosser, M. 1990, Conceptual Knowledge Development and Approaches to Study, PhD thesis, University of Sydney. Prosser, M. and Millar, R. 1989, ‘The ‘how’ and ‘what’ of learning physics’, European Journal of Psychology of Education, vol. 4, pp. 513–28. Prosser, M. and Trigwell, K. 1999, Understanding Learning and Teaching: The experience in higher education, Open University Press, Buckingham. Säljö, R. 1988, ‘Learning in educational settings: methods and enquiries’, in Improving Learning: New Perspectives, ed.
The meetings tended to focus on reconstituting the categories, and on our private work on checking to see that the categories were represented in the transcripts. Having constituted categories of description for the approaches to teaching, we turned to the constitution of categories for the conceptions of teaching. The major focus, though not exclusively, was on those parts of the interviews dealing with conceptions of teaching. A similar process was repeated, although we also included the categories of description of approaches in our iterations.