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On learning in the phenomenographic sense reconceptualised for dynamic and collaborative settings

Conference contribution
Authors Åke Ingerman
Shirley Booth
Published in Different horizons: setting directions for phenomenographic research, EARLI Special Interest Group 9, Phenomenography and Variation Theory, Gothenburg 24-26 Aug.
Publication year 2016
Published at Department of Pedagogical, Curricular and Professional Studies
Language en
Subject categories Educational Sciences, Didactics, Learning


Faced with the situation of students discussing complex issues or problems, the phenomenographic tradition offers little help to the researcher in understanding what is coming to awareness or what is being learned. But such situations form a major part of the learning activities of students, especially in higher education. The phenomenographic tradition is of utmost importance in understanding such activities if we centrally wish to understand the students' making sense of the content or the subject matter of the issue or problem, since focus on what is being learned and how the learning is taking place are two of the major features of the tradition. Thus, it is timely to consider ways in which the fundamental ideas underpinning phenomenographic research approach can be applied to such learning. The educational space that is opened in such problem-focused discussions can be addressed in ways that resemble the initial phenomenographic research approach and theory thereby can be developed on learning in groups. This contribution will consider the field of awareness, or the Field of Consciousness as developed by Aron Gurwitsch (1964) as theoretical inspiration for understanding meaning-making as it sequentially unfolds and manifests in small student groups discussing complex problems in physics. Thus it aims towards a theoretical reconceptualisation from ’learning’ in the phenomenographic sense towards dynamic and collaborative meaning-making.

Page Manager: Webmaster|Last update: 9/11/2012

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