Phenomenography, Variation Theory and Learning Study
Short description
Learning and teaching in institutional environments - preschool, school and higher education - related to understanding and teaching of specific contents is our common focus.
The research environment's work is based on four decades of research on learning based on the phenomenographic research tradition and its theoretical development – variation theory (see Marton & Booth, 1997; Marton & Tsui, 2004).
In the research environment, we work with questions about how to improve the opportunities for learning specific contents. We assume that there are certain necessary conditions for learning to take place. What these conditions are and how they can be created in different educational contexts and relative to what one wants to achieve is what we are interested in. The research approach has received much attention in both the academy and the teacher profession, both nationally and internationally.
Current projects
Research leader in the environment:
- How to learn to think critically in social science? (2019-2021)
- EXTENT - Seeing or counting? Pupils' counting strategies in addition and subtraction bridging over ten (2019-2021)
- DUTTA - Didactic studies of toddlers’ understanding of number and emergent arithmetic skills (2019-2021, IPKL)
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Prospective teachers’ ability to teach early arithmetic skills - PROTEA
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On BOUNCE! Practice-based feedback - A Study of Theater, Teaching and Dance Situations
Researchers from the environment also participate in:
- Examination of interactive science education at university level: A combination of variation theory and social semiotics regarding disciplinary representations and semiotic resources (2016-2020)
