A phenomenographic approach to developing academics’ understanding of the nature of teaching and learning

Åkerlind, Gerlese S.

doi:10.1080/13562510802452350

Cited by 130 publications

(92 citation statements)

References 21 publications

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“…At any point, time, and context, people discern and experience different aspects of any phenomenon to different degrees and extents [19]. Thus, different forms of living a phenomenon can be understood in terms of which aspects of the phenomenon are perceived [4]. Therefore, the focus of this type of research is on essential aspects of the collective and variation of experience, more than the wealth of individual experiences, leading to a limited number of qualitatively different categories in the description of the investigated phenomenon [82].…”

Section: Phenomenographymentioning

confidence: 99%

“…These different ways are ordered in terms of conscience inclusivity, within which more inclusive forms also represent more complex forms of experiencing the phenomenon indicated for ever greater amplitude of knowledge on the phenomenon's different aspects. In other words, an increasing number of aspects of the phenomenon are perceived as potentially different [4] articulating internal logical relationships between different forms of living and experiencing such a phenomenon [82].…”

Section: Phenomenographymentioning

confidence: 99%

“…In practical terms, phenomenography has proven efficient when deployed to witness decisions on education programs and applied in two distinct forms [4]: (i) to identify a variation in the agreement on one determined concept (involving the identification of the main characteristics of concepts that alumni do or do not obtain to discern their understanding of the phenomenon); and (ii) to project an education program that maximizes alumni opportunities to gain a full understanding of a concept based on a prior evaluation of knowledge on the phenomenon. Correspondingly, we approach phenomenography as a research method that focuses on concepts explaining phenomena as lived by individuals and of value in practically all educational areas [5].…”

Section: Phenomenographymentioning

confidence: 99%

“…This provides a means of grasping the collective human experience of the holistic phenomena despite the fact the same phenomenon can be perceived in different forms by different people and in different circumstances. Ideally, the results represent all the gamma of possible forms of living a specific phenomenon, in a specific time, for the population collectively represented by the group [4].…”

Section: Phenomenographymentioning

confidence: 99%

“…The results are analytically represented as a series of meanings (qualitatively different) or even some ways of testing a phenomenon, called "categories" in order to distinguish between empirically interpreted categories and the hypothetical experience they represent, including also the structural relationships that connect these different forms of testing. These relations provide a briefing on the relations between different ways of experiencing a phenomenon [4].…”

Section: Phenomenographymentioning

confidence: 99%

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Strategy and Strategic Management Concepts: Are They Recognised by Management Students?

Mainardes¹,

Ferreira²,

Raposo³

2014

E+M

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Section: Phenomenographymentioning

confidence: 99%

Section: Phenomenographymentioning

confidence: 99%

Section: Phenomenographymentioning

confidence: 99%

Section: Phenomenographymentioning

confidence: 99%

Section: Phenomenographymentioning

confidence: 99%

See 3 more Smart Citations

Strategy and Strategic Management Concepts: Are They Recognised by Management Students?

Mainardes¹,

Ferreira²,

Raposo³

2014

E+M

View full text Add to dashboard Cite

Postoperative Patient Education in Physiotherapy after Hip Arthroplasty: Patients' Perspective

Jäppinen

Hämäläinen

Kettunen

et al. 2016

Musculoskelet. Care

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The objective of the present study was to explore postoperative patient education in physiotherapy from total hip arthroplasty (THA) patients' perspectives, which has been a little-studied area of research. The usefulness of rehabilitation protocols after THA has been debated over the years, and there are no clear guidelines for physiotherapy after THA METHODS: The data for the present qualitative study were collected from nine patients with THA by using individual interviews at the hospital after surgery. The interviews were audio-recorded and analysed by using a phenomenographic method RESULTS: Four different categories of postoperative patient education in physiotherapy after hip arthroplasty were produced: trust while in hospital; preparing for going home; managing at home; and regaining physical fitness. These categories were analysed through the following themes: moving; exercising; and interaction between the patient and the physiotherapist CONCLUSIONS: The postoperative patient education in physiotherapy was constructed hierarchically. According to patients' conceptions, the combination of moving and exercising elements that focused on recovery at home after the operation was essential. This requires a trusting relationship between the patient and the physiotherapist. Two critical aspects can be identified: (i) how the role of moving could shift towards preparing for going home and (ii) widening the perspective from preparing for going home to managing at home. Copyright © 2016 John Wiley & Sons, Ltd.

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Constructivism‐informed variation theory lesson designs in enriching and elevating science learning: Case studies of seamless learning design

et al. 2020

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The constructivist paradigm opens abundant opportunities for effective knowledge construction in which student build knowledge and continually evaluated and improved their knowledge. The teaching mode under constructivist pedagogy redefines the role of students and the teachers and their interrelationships by creating a nurturing environment. By adapting constructivist framework, this article demonstrates how the variation of learning practices was critical in facilitating Primary 4 students in Singapore to carry out seamless science learning. The variation of learning practices enables the students to explore a particular scientific concept through various learning experience across the contexts. The study adapted the framework of the Objects of Constructivist Learning Model for the improvement of the seamless science learning design. When redesigning the lesson, a conscious effort was made by the teacher to create relevant patterns of variation, that is, varying certain critical aspect(s) while keeping other aspects of the object of learning invariant in order to help students discern those critical aspects. The findings contribute knowledge to how the Theory of Variation can be used in analyzing seamless learning as well as designing for constructivist learning experiences. The findings have also demonstrated that the complementary practice of constructivist pedagogy with variation theory as a viable and effective approach in seamless science learning, at which it deepened students' understanding through constructing the critical aspects of a phenomenon. Engagement with primary school students in experiencing the variations allowed the translation of theory into practice.

show abstract

A phenomenographic approach to developing academics’ understanding of the nature of teaching and learning

Cited by 130 publications

References 21 publications

Strategy and Strategic Management Concepts: Are They Recognised by Management Students?

Strategy and Strategic Management Concepts: Are They Recognised by Management Students?

Postoperative Patient Education in Physiotherapy after Hip Arthroplasty: Patients' Perspective

Constructivism‐informed variation theory lesson designs in enriching and elevating science learning: Case studies of seamless learning design

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