Generative learning : Learning beyond the learning situation
Holmqvist, Mona LU
; Gustavsson, Laila
and Wernberg, Anna
(2007)
In Educational Action Research
15(2).
p.181-208
- Abstract
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... (More)
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.
(Less)
- author
- Holmqvist, Mona
LU
; Gustavsson, Laila
and Wernberg, Anna
- publishing date
- 2007-06
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- Generative learning, Instruction, Learning study, Phenomenography, Variation theory
- in
- Educational Action Research
- volume
- 15
- issue
- 2
- pages
- 28 pages
- publisher
- Taylor & Francis
- external identifiers
-
- scopus:34249299378
- ISSN
- 0965-0792
- DOI
- 10.1080/09650790701314684
- language
- English
- LU publication?
- no
- additional info
- Funding Information: This research was sponsored by the Department of Behavioural Sciences, Kristian-stad University College and The Swedish Research Council, Committee for Educational Science. The authors also acknowledge the comments of the anonymous reviewer from this journal, which have been very valuable. Funding Information: In this article we present the results of an action research project, The Pedagogy of Learning,1 funded by the Swedish Research Council. The project concerns the intended learning at school, an environment not easy to control. The design of the project involves the teachers as active partners in the research to minimise the distance between research and praxis in teaching situations. This has to be done
- id
- 6196e686-136d-42c2-a27f-030576a895b9
- date added to LUP
- 2023-09-05 14:15:02
- date last changed
- 2023-09-14 11:03:18
@article{6196e686-136d-42c2-a27f-030576a895b9,
abstract = {{<p>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.</p>}},
author = {{Holmqvist, Mona and Gustavsson, Laila and Wernberg, Anna}},
issn = {{0965-0792}},
keywords = {{Generative learning; Instruction; Learning study; Phenomenography; Variation theory}},
language = {{eng}},
number = {{2}},
pages = {{181--208}},
publisher = {{Taylor & Francis}},
series = {{Educational Action Research}},
title = {{Generative learning : Learning beyond the learning situation}},
url = {{http://dx.doi.org/10.1080/09650790701314684}},
doi = {{10.1080/09650790701314684}},
volume = {{15}},
year = {{2007}},
}