Generative learning: learning beyond the learning situation

Holmqvist, Mona; Gustavsson, Laila; Wernberg, Anna

doi:10.1080/09650790701314684

Cited by 54 publications

(40 citation statements)

References 15 publications

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“…Research projects carried out at Kristianstad University, Sweden, where the Learning Study Model (Marton, 2003;Holmqvist & Nilsson, 2005) has been used, point in the same direction concerning teachers' difficulties in focussing on the content of teaching. The results also show a difference in students' increased learning outcomes when teachers focus in detail on the content (Holmqvist, Gustavsson & Wernberg, 2007). In other words, when teachers are given space and support to attend to the content and conduct discussions about the content in their teaching, students' results are improved (Gustavsson, 2008).…”

Section: Theoretical Assumptionsmentioning

confidence: 96%

“…Concerning variation theory, learning is analysed on the basis of the concepts discernment, simultaneity and variation (Marton & Booth, 1997;Runesson, 1999;Marton & Tsui, 2004;Holmqvist & Mattisson, 2008;Holmqvist, Gustavsson & Wernberg, 2007;Holmqvist, Gustavsson & Wernberg, 2008). All three components are required to make learning possible.…”

Section: Theoretical Assumptionsmentioning

confidence: 99%

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What is discerned in teachers’ expressions about planning?—Similarities and differences between teachers from Sweden and Hong Kong

Holmqvist¹,

Brante²

2011

Education Inquiry

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Section: Theoretical Assumptionsmentioning

confidence: 96%

Section: Theoretical Assumptionsmentioning

confidence: 99%

What is discerned in teachers’ expressions about planning?—Similarities and differences between teachers from Sweden and Hong Kong

Holmqvist¹,

Brante²

2011

Education Inquiry

Self Cite

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“…Together with the test results, they can plan or revise another lesson in a more effective way (Lo, Marton, Pang & Pong, 2004;Runesson, 2006). As Holmquvist, Gustavsson and Wernberg (2007) stated, it was difficult for teachers to see how their teaching affected students' future learning though their interests in learning was obvious. The "learning study" might be helpful.…”

Section: Discussion and Suggestionsmentioning

confidence: 99%

A Study on Applying the Variation Theory to Chinese Communicative Writing

Cheng

2009

ASS

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This study attempted to apply the variation theory to teach Chinese communicative writing. The aim of the study was to exhibit the students' capability of experiencing the phenomena in different ways and so showed qualitative difference in their approach to writing. It was hoped that the result would shed a new light on reducing the problem of students' writing in monotonous ways and lack of focus in the future. 38 students in a Primary 5 class took part in the study. Three learning tasks were designed and systematically structured to help to facilitate students' discernment of the critical features of Chinese communicative writing, i.e., the communicative purpose, communicative targets and communicative messages. A comparison between students' writings before and after the study revealed qualitative difference in their writings. In the post-study writing, students showed clearer purpose of communication.

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“…The model is based on action research, and the teachers are co-researchers in the iterative processes. The studied objects are formulated by the teachers and aim to capture what it takes to learn a specified phenomenon (Holmqvist, Gustavsson & Wernberg, 2007). This is the joint problem to solve.…”

Section: Teachers' Professional Developmentmentioning

confidence: 99%

Bridging the Gap between Theory and Practice by the Use of Iterative Processes

Holmqvist¹,

Olteanu²

2013

JEL

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The aim of this study is to study learning the positional ten base notation by the increase of students' test scores during the learning study process. Five teachers, one researcher and 53 students participated. Three research lessons in three different groups of students were conducted. The improvement in the third lesson (C) correlates with the more developed theoretical based assumptions the design is made, which resulted in a pattern of variation that stronger pointed out the aspect needed to discern to understand the object of learning in a new and more developed way. The differences in the third research lesson (C) was significant** p=0.005 while the differences in research lessons A and B were not significant.

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Generative learning: learning beyond the learning situation

Cited by 54 publications

References 15 publications

What is discerned in teachers’ expressions about planning?—Similarities and differences between teachers from Sweden and Hong Kong

What is discerned in teachers’ expressions about planning?—Similarities and differences between teachers from Sweden and Hong Kong

A Study on Applying the Variation Theory to Chinese Communicative Writing

Bridging the Gap between Theory and Practice by the Use of Iterative Processes

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