May 19, 2010, 23:49
Marton and saljo
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Saljo and Marton's six categories were apparent but for many students who saw learning as a process for the abstraction of meaning and as a process of understanding reality, there. Marton, F. and Saljo, R. (1976b) 'On qualitative differences in learning II: Outcome as a function of the learner's conception of the task', British Journal of Educational. Perhaps the most well known, and equally most misunderstood metaphor for student learning in HE, is the ‘deep’ and ‘surface’ approach reported by Marton and Saljo (1976). The concepts of approaches to learning have been developed in some detail and described elsewhere (Marton and Saljo in Marton, Hounsell and Entwhistle, 1984). Theories of teaching and learning focusing on student activity are based on two main theories: · Phenomenography: (from Marton and Saljo's studies into deep & surface. Regarding the impact of co-operative learning on student performance, one possible explanation may lie in the work of Marton and Saljo (1976). They distinguished between surface. It's been nearly thirty years since Ference Marton and Roger Saljo began studying how students learn. Early on, these researchers came to the conclusion that a primary reason that. In 1976, two Swedish investigators, Ference Marton and Roger Saljo, published the first of what since has become a stream of studies on student. concepts of 'surface' and 'deep' learning (together with their relationship to the quality of the outcome) that derive from this approach a much-quoted source (Marton and Saljo. It can refer to the process adopted prior to the outcome of learning as originally proposed by Marton and Saljo (1976) in their identification of surface and deep approaches in. Maidenhead: P Honey Krathwohl, D.R., Bloom, B.S. and Masia, B.B. (1964) Taxonomy of educational objectives: the classification of educational goals London: Longman Marton, F and Saljo. Students who regard learning as an interpretive process aimed at understanding reality are likely to adopt a deep approach (Marton and Saljo, 1984).
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