Two Horizons of Fusion

Lo, Mun Ling; Chik, Pakey Pui Man

doi:10.1080/00313831.2015.1119730

Cited by 14 publications

(21 citation statements)

References 9 publications

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“…There are those who see this in terms of the inclusion of more aspects of the external horizon (e.g. Cope & Prosser, 2005;Lo & Chik, 2016), and there are those that see it in terms of increasing the number of aspects but also reconfiguring the relationships between the aspects within the theme (e.g. Dahlgren et al, 2006;Markaukaite & Wardak, 2015).…”

Section: Phenomenography/variation Theory and Contextmentioning

confidence: 99%

Accounting for the context in phenomenography-variation theory: Evidence of English graduates’ conceptions of price

Durden¹

2018

International Journal of Educational Research

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In describing peoples' conceptions of phenomena, most phenomenography/variation theory research does not distinguish between generalised aspects of conceptions and contextualised aspects. This study suggests this approach may have limitations. The concepts of the external and internal horizon are used to provide evidence that graduates' conceptions of price consist of a combination of generalised and contextualised elements, where each horizon can be described in terms of qualitative differences. This way of approaching conceptions allows for a crisp delimitation of a phenomenon from its context, captures their relationship, and is consistent with the principles of phenomenography/variation theory. Findings raise questions about connections between internal and external horizons and the 'correct' way to sequence variation in order to trigger conceptual change.

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Section: Phenomenography/variation Theory and Contextmentioning

confidence: 99%

Accounting for the context in phenomenography-variation theory: Evidence of English graduates’ conceptions of price

Durden¹

2018

International Journal of Educational Research

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“…In the second situation, when the teacher and student have a common bank of experiences, external fusion is involved when the present situation is compared to another situation as a whole. Thereby the learning process also involves progression and the OoL in situation two is related to the OoL in situation one (compare Lo and Chik 2016). Furthermore, the teaching becomes increasingly subject specific as the teacher and the student build up more shared experience.…”

Section: Discussionmentioning

confidence: 99%

“…In a teaching situation, it is important to foreground the aspects that are to be learned, the critical aspects, and to make sure that the same things are in the foreground for both teacher and student (cf. Lo and Chik 2016). What is in the foreground and what is in the background can change during the situation, depending on the interaction between teacher and student (cf.…”

Section: Vta: Variation Theory Analysismentioning

confidence: 99%

“…ibid.). Lo and Chik (2016) also describe two horizons of fusion: one concerns how the parts and the critical aspects of the OoL relate to each other (internal horizon of fusion) and the other how the OoL as a whole relates to its environment (external horizon of fusion). In order to deepen knowledge of the OoL, learning needs to expand from the internal horizon of fusion to relate to the external horizon of fusion.…”

Section: Vta: Variation Theory Analysismentioning

confidence: 99%

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“This angle that we talked about”: learning how to weld in interaction

Kilbrink

Asplund

2018

Int J Technol Des Educ

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The specific focus of this article is how critical aspects of the object of learning to weld are made relevant in interaction between a vocational teacher and a student in the learning processes of welding as part of a Swedish upper-secondary technical vocational education programme. By intertwining variation theory with a conversation analytical approach, our analysis shows that the teaching focus alternates between the process as a whole and details about the welding process, and how the relation between the critical aspects are negotiated in the teaching situations. Furthermore, the teacher and the student together build up a common resource of experiences to which they can relate the parts and the whole, and the teaching becomes increasingly subject specific as the teacher and student build up more common experiences. The approach used in this article sheds light on the complexity of learning to weld, and also facilitates an understanding of welding as an object of learning as such.

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“…In effect, it would turn them into active investigators of the phenomenon rather than passive recipients of past conceptualizations. (Itin, 1999;Lo & Chik, 2016).…”

Section: Teaching Management From a Phenomenographic Perspective: A Cmentioning

confidence: 99%

Toward A Non-Essentialist Approach to Management Education: Philosophical Underpinnings From Phenomenography

Billsberry

Ambrosini

Garrido-Lopez

et al. 2019

AMLE

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Two Horizons of Fusion

Cited by 14 publications

References 9 publications

Accounting for the context in phenomenography-variation theory: Evidence of English graduates’ conceptions of price

Accounting for the context in phenomenography-variation theory: Evidence of English graduates’ conceptions of price

“This angle that we talked about”: learning how to weld in interaction

Toward A Non-Essentialist Approach to Management Education: Philosophical Underpinnings From Phenomenography

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