A contextual understanding of educational phenomena
(2007) EARLI 12th Biennal Conference- Abstract
- In this paper some general characteristics of a contextual understanding of educational phenomena is outlined. The outline is suggested against the background of previous phenomenographic research and a recent interdisciplinary phenomenographic project on university physics students’ use of language in expressing their understanding of cases of physical motion. The theoretical approach suggested is presented in contrast to some main characteristics of cognitive and socio-cultural theories often referred to in educational research but found to be limited in their focus mainly on cognitive and socio-cultural phenomena and not on educational phenomena. It is suggested that to understand educational phenomena one has to consider the immediate... (More)
- In this paper some general characteristics of a contextual understanding of educational phenomena is outlined. The outline is suggested against the background of previous phenomenographic research and a recent interdisciplinary phenomenographic project on university physics students’ use of language in expressing their understanding of cases of physical motion. The theoretical approach suggested is presented in contrast to some main characteristics of cognitive and socio-cultural theories often referred to in educational research but found to be limited in their focus mainly on cognitive and socio-cultural phenomena and not on educational phenomena. It is suggested that to understand educational phenomena one has to consider the immediate situational context and broader cognitive and socio-cultural contexts based on seeing the learner as an agent mediating the relation to and significance of the contexts. An agent perspective and an intentional expressive view on language use seem to be essential to a contextual understanding of education. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/748524
- author
- Svensson, Lennart LU
- organization
- publishing date
- 2007
- type
- Contribution to conference
- publication status
- unpublished
- subject
- keywords
- language use, education, learning, contextual understanding, phenomenography.
- pages
- 15 pages
- conference name
- EARLI 12th Biennal Conference
- conference location
- Budapest, Hungary
- conference dates
- 2007-08-29 - 2007-09-01
- language
- English
- LU publication?
- yes
- id
- 4564628c-b97b-4e2b-b1f9-29d3c62f2a32 (old id 748524)
- date added to LUP
- 2016-04-04 13:20:57
- date last changed
- 2018-11-21 21:13:24
@misc{4564628c-b97b-4e2b-b1f9-29d3c62f2a32,
abstract = {{In this paper some general characteristics of a contextual understanding of educational phenomena is outlined. The outline is suggested against the background of previous phenomenographic research and a recent interdisciplinary phenomenographic project on university physics students’ use of language in expressing their understanding of cases of physical motion. The theoretical approach suggested is presented in contrast to some main characteristics of cognitive and socio-cultural theories often referred to in educational research but found to be limited in their focus mainly on cognitive and socio-cultural phenomena and not on educational phenomena. It is suggested that to understand educational phenomena one has to consider the immediate situational context and broader cognitive and socio-cultural contexts based on seeing the learner as an agent mediating the relation to and significance of the contexts. An agent perspective and an intentional expressive view on language use seem to be essential to a contextual understanding of education.}},
author = {{Svensson, Lennart}},
keywords = {{language use; education; learning; contextual understanding; phenomenography.}},
language = {{eng}},
title = {{A contextual understanding of educational phenomena}},
year = {{2007}},
}