Ference Marton, Lars Owe Dahlgren, Roger Säljö, Lennart Svensson (2014). Inlärning och omvärldsuppfattning: en bok om den studerande människan (4. uppl, första utgåva 1977). Lund: Studentlitteratur. Libris länk. ISBN 9789144104812 Referenser

2019年11月27日深度学习（deep learning）的概念最早由美国学者马飞龙（Ference Marton）和罗杰·塞利约（Roger Saljo）于1976年提出．西方学界一直在持续

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 (cf. Dahlgren, 1975; Marton and Saljo, 1976a, b; Marton and Wenestam, 1978). The main characteristics of change over time have been found to be: (i) an erosion of the quality of students' conceptions and (ii) a relative stabil-ity, e.g.

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. Kategorier: Kognitiv psykologi Marton, Ference & Signert, Kerstin (2008).

12 Jun 2018 Marton and Säljö, for example, gave students an article to read, and On the basis of Marton's research and that of other scholars such as [Crossref], [Web of Science ®], [Google Scholar]; Marton, Ference, and R

To ask the students to describe how they had been handling the learning task is to some extent tantamount Marton, F., & Saljo, R. (1976). On qualitative differences in learning II Outcome as a function of the learner’s conception of the task.

Professor Ference Marton of the University and analysed by Roger Saljo, also of the University of Marton, F.(1986). Phenomenography-A research approach to investigating different understandings of reality. Journal of Thought, 21, 28-49. 2. Saljo, R.(1979).

Ingegärd Birgitta Marton är även skriven här. Ferenc Istvan har 1 bolagsengagemang.

III. Level of Difficulty Seen as a Relationship Between the Reader and the Text. No. 78 [microform] / Ference Marton and Roger Saljo Distributed by ERIC Clearinghouse [Washington, D.C.] 1979. Australian/Harvard Citation Ch. 3.
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Australian/Harvard Citation Among those who have studied the issue, researcher Roger Säljö, who, with Ference Marton, is at the origin of the concepts of surface and in-depth learning, is the first to have identified different conceptions of learning among adult students. Marton and other colleagues uncovered another one a few years later. Fast-forward to 1976, when educational researchers Ference Marton and Roger Saljo coined the terms "deep learning" and "surface learning" to describe the different approaches they observed in Sweden in the mid-1970s by Ference Marton and Roger Säljö. In the last twenty years, this line of inquiry (in which the idea of “styles” emerges as secondary to a larger preoccupation with “ap-proaches” to learning) has been pursued by many researchers working in a variety of countries.

Stockholm: Norstedts Akademiska Förlag, 2008. Schulman, Ference Marton & Roger Säljö.
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The theory was developed from the clinical studies of two educational psychologists, Ference Marton and Roger Säljö, who found that students, in relation to any

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Ference Marton, Lars Owe Dahlgren, Roger Säljö, Lennart Svensson (2014). Inlärning och omvärldsuppfattning: en bok om den studerande människan (4. uppl,

Sortera. Sortera efter citat Sortera efter år Sortera efter titel. Marton, Ference; Saljo, Roger – 1979 Structural reading difficulty of argumentative prose (text with an underlying message or superordinate principle), is related to the reader's approach to reading and learning. Approaches to Learning / Ference Marton and Roger Saljo -- Ch. 4. Skill in Learning and Organising Knowledge / Lennart Svensson -- Ch. 5. Learning Orientations and Study Contracts / Liz Beaty, Graham Gibbs and Alistair Morgan -- Ch. 6. Reading and Everyday Conceptions of Knowledge / Roger Saljo -- Ch. 7.

Students were asked to read an article on university reform intended to Student Approaches to Learning is a theory that students will take a different approach to how they study, depending upon the perceived objectives of the course they are studying. The theory was developed from the clinical studies of two educational psychologists, Ference Marton and Roger Säljö, who found that students, in relation to any given learning task, can be divided into two distinct groups: those who took an understanding approach to learning, and those who took a reproduction Marton, F., & Saljo, R. (1976). On qualitative differences in learning II Outcome as a function of the learner’s conception of the task.