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On Qualitative Differences in Learning — 2: Outcome as a function of the learner's conception of the task. British Journal of Educational Psychology 46, 115-27. McCrudden, Matthew and Gregory Schraw. (2007). Relevance and Goal-Focussing in Text Processing. Educational Psychology Review, 19, 113-139. Marton, Ference, Maj Asplund Carlsson, and Laszlo Halasz.

Förlag: Studentlitteratur; Format: Häftad; Språk: Svenska; Utgiven: 2016-09-13; ISBN: av P Persson · 2012 — Howard Gardner, Peter Gärdenfors, Ference Marton et al.

Böcker Inlärning och omvärldsuppfattning : en bok om den

From inside the book . What people are saying Sveriges största cirkulära marknad • Köp & sälj begagnat & second hand – enkelt & hållbart. Mode, Inredning, Elektronik, Motor, Samlarobjekt & mer • Tradera LIBRIS sÃ¶kning: Säljö, Roger.

Inlärning och omvärldsuppfattning : en bok om den

doi10.1111/j.2044-8279.1976.tb02304.x Chapter 3: Approaches to learning (Ference Marton and Roger Saljo) Chapter 4: Skill in Learning and Organising Knowledge (Lennart Svennsson) Chapter 5: Learning Orientations and Study Contracts (Liz Beaty, Graham Gibbs, and Alistair Morgan) Marton and Säljö (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. Summary. This paper describes an attempt to identify different levels of processing of information among groups of Swedish university students who were asked to read substantial passages of prose. S (Ference Marton, Roger Säljö, Thomas Kroksmark m fl) Kritisk teori Kunskap uppstår när människan medvetandegörs om och frigörs från det som binder henne. Reflektion kring och kritisk granskning av tänkbara lösningar på aktuella problem. Läraren presenterar och strukturerar stoff men fungerar samtidigt 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.

Läromedel: 0. Storlek: 168. Författare: Ference Marton. Lars Owe Dahlgren. Lennart Svensson. Roger Säljö Författare: Marton, Ference m.fl., Kategori: Bok, Sidantal: 168, Pris: 205 kr exkl.
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Hans forskning handlar om frågor om lärande och utveckling i ett sociokulturellt perspektiv med ett särskilt intresse för hur teknologier Ference Marton, Dai Hounsell, Noel James Entwistle. Scottish Academic Press, 1984 - Education - 242 pages. 0 Reviews. From inside the book .

On Qualitative Differences in Learning — 2: Outcome as a function of the learner's conception of the task. British Journal of Educational Psychology 46, 115-27.
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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 Marton and Säljö found that they could identify two qualitatively different ways the students adopted in reading the article that led to qualitatively different outcomes. Ference Marton and Roger Saljo in the mid-1950s. The study found that learners have different levels of processing of learning materials when they receive The Gothenburg school of the learner's perspective, Professor Emeritus Ference Marton. The issue of the Gothenburg since the 1970s (e.g., Marton & Säljö, 1976) to the present. In this seminar, Marton will practice, Profess MARTON, Ference y Roger SALJO, “Approaches to learning”, en MARTON,.

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Relevance and Goal-Focussing in Text Processing. Educational Psychology Review, 19, 113-139. Marton, Ference, Maj Asplund Carlsson, and Laszlo Halasz. “Differences in Understanding and the Use of Reflective Variation in Reading.” British Journal of Educational Psychology 62 (1992): 1–16. Rouet, Jean-François.

Titel. 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.