Search results for: Phenomenography
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The authors explored practicing elementary school teacher’s conceptions of teaching in ways that foster inquiry-based learning in the science curriculum. The analysis revealed three conceptions of teaching for inquiry learning in science in the elementary years of schooling: (a) The Experience-centered conception where teachers focused on providing interesting sensory experiences to students; (b) The Problem-centered conception where teachers focused on engaging students with challenging problems; and (c) The Question-centered conception where teachers focused on helping students to ask and answer their own questions.
Updated: Apr. 22, 2013
This article proposes a distinction between student engagement in schooling and engagement in learning based on literature and empirical results. Data from a phenomenographic study of 20 Australian teachers were analysed to show how teacher thinking related to this distinction.
Updated: Nov. 30, 2011
Student Teachers' Ways of Experiencing the Objective of Health Education as a School Subject: A Phenomenographic Study
The purpose of this phenomenographic study was to identify student teachers' ways of experiencing health education as a school subject. 20 student teachers participated in the study. The findings indicated that the target phenomenon was discussed through the general objective of the subject in five ways.
Updated: Aug. 22, 2010
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.
Updated: Jan. 06, 2008