The focus of phenomenography: the phenomenon and the object of learning

• Phenomenographic studies normally aim towards exploring different ways of experiencing or understanding a phenomenon. There is an explicit claim that these ways of experiencing capture what the phenomenon may look like from the point of view of the students (or experiencers), rather than what the phenomenon is per se (ontologically or epistemologically). Studies based on the variation theory of learning, and in particular learning studies, rather refer to the object of learning as the relevant point of experiential reference in processes of learning and classroom teaching. The object of learning is generally identified and delimited by the teachers. It can be argued that the “success” of a learning study in a way can be measured by the alignment of the intended, enacted and experienced object of learning. Thus, there are succinct differences in perspective (student vs teacher) between phenomenon and object of learning. In this discussion we explore overlaps and tensions between them in relation to the ambition of analytically addressing empirical data from students discussing in groups with and without the teacher as a part of classroom teaching. Phenomena as emergent in such discussion may then be constituted differently and as distinct from the object of learning (and not reducible to the lived object of learning). Theoretical and empirical considerations are done.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Lärande (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Learning (hsv//eng)

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Didaktik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Didactics (hsv//eng)

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences (hsv//eng)

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