Marton and Ramsden 1988 provide a list of phenomenographic implications for the design of learning:
Present the learner worth new ways of seeing
Focus on a few critical issues and show how they relate
Integrate substantive and syntactic structures
Make the learners’ conceptions explicit to them
Highlight the inconsistencies within and the consequences of learners’ conceptions
Create situations where learners’ centre attention on relevant aspects
(after Laurillard 2003:69)
“In any act of learning, students simultaneously engage in three successive phases – acquiring, knowing and applying... From the constitutionalist perspective, we consider students’ prior experiences, perceptions, approaches ad outcomes to be simultaneously present in their awareness.”
Prosser and Trigwell, 1999: 17
(Reigeluth, 2006, Reigeluth, 1995)
No comments:
Post a Comment