Search results for author:"Ference Marton"
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Journal of the Learning Sciences Vol. 15, No. 4 (2006) pp. 499–535
Discussions about transfer have mainly dealt with how people manage to do something in a situation thanks to having done something similar in a previous situation. From an educational point of view, however, it appears more fruitful to consider the...
Instructional Science: An International Journal of the Learning Sciences Vol. 31, No. 3 (2003) pp. 175–94
During three discussion sessions, two groups of five teachers each developed a shared lesson plan, one for each group, for the teaching of a difficult economic concept. Differences in learning outcomes are interpreted in light of observed...
Journal of the Learning Sciences Vol. 15, No. 2 (2006) pp. 193–220
The purpose of this article is to identify some necessary conditions of learning. To learn something, the learner must discern what is to be learned (the object of learning). Discerning the object of learning amounts to discerning its critical...
Interaction between the Learners' Initial Grasp of the Object of Learning and the Learning Resource Afforded
Instructional Science: An International Journal of the Learning Sciences Vol. 41, No. 6 (November 2013) pp. 1065–1082
Two studies are reported in this paper. The object of learning in both is the economic principle of changes in price as a function of changes in the relative magnitude of changes in demand and supply. The patterns of variation and invariance,...
Instructional Science: An International Journal of the Learning Sciences Vol. 33, No. 2 (March 2005) pp. 159–191
A group of experienced secondary school teachers used a novel learning theory as a resource for planning and carrying out their teaching of a difficult economic concept. Their students' mastery of this concept after a series of three lessons was...
Discontinuities and continuities in the experience of learning: An interview study of high-school students in Hong Kong
Learning and Instruction Vol. 7, No. 1 (1997) pp. 21–48
An interview study was carried out with 43 high-school students with the dual aim of: (a) exploring the dimensionality of learning; and (b) investigating the nature of the relationship between memorisation and understanding as experienced by Chinese ...
Learning in formal and informal contexts: conceptions and strategies of Aboriginal and Torres Strait Islander university students
Learning and Instruction Vol. 10, No. 5 (2000) pp. 393–414
Research suggests that students' approaches to learning and hence learning outcomes are closely related to their conceptions of learning. This paper describes an investigation into conceptions of formal learning held by 22 Aboriginal and Torres...
Instructional Science: An International Journal of the Learning Sciences Vol. 35, No. 5 (September 2007) pp. 375–406
This paper is concerned with an innovative approach to teaching Chinese characters. Traditionally, pupils learn Chinese characters by repeatedly copying them until they can reproduce their form and pronunciation from memory. Most of the characters...