Classroom Discourse and the Space of Learning

By F. Marton, Amy B. M. Tsui, P. Chik, Po-Yuk Ko, M. Lo. 2004

1,030 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/f537065e24e63d660268fe016ad94419168f44cb

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Citations in the corpus

The Price of Participation: Teacher control versus student participation in classroom interaction (2008, background): “What is learned can be described in terms of how this is seen, understood or experienced by the learner (Bowden & Marton, 1998 ; Marton & Booth, 1997 ; Marton & Tsui, 2004 ).”
On Some Necessary Conditions of Learning (2006, methodology): “of variation and invariance (the enacted object of learning) was brought about, which yielded striking differences in outcome (the lived object of learning) when a comparison was made with other conditions for mastering the same object of learning that lacked the necessary pattern of variation and i”
Teacher Roles of Questioning in Early Elementary Science Classrooms: A Framework Promoting Student Cognitive Complexities in Argumentation (2017, background): “These two strategies created more Bspace of learning^ (Marton and Tsui 2004) for students to debate their arguments with less teacher guidance.”
‘Read a hundred times and the meaning will appear ...’ Changes in Chinese University students’ views of the temporal structure of learning (2005, background): “(The object of learning is simply what the learner is supposed to learn (see Marton and Tsui 2004 ).) 3. The same logic is also embodied in the students’ practice of studying: they make use of different sources when studying a certain object of learning and they use the same source in different way”
Learning as boundary-crossing in school–university partnership ☆ (2007, background): “At the University of Hong Kong, staff members have been conducting lesson studies with school teachers, investigating various aspects of student learning (see the studies reported in Marton et al., 2004).”
Problem solving in Chinese mathematics education: research and practice (2007, neutral): “It is impossible to discern a certain feature without experiencing variations in a dimension corresponding to the feature (Marton et al., 2004).”
Meanings are acquired from experiencing differences against a background of sameness, rather than from experiencing sameness against a background of difference: Putting a conjecture to the test by embedding it in a pedagogical tool (2013, background): “We call this conjecture—and the system of corollaries that it implies—somewhat immodestly the Variation Theory (of Learning) (Marton, forthcoming; Marton & Tsui, 2004).”
Patterns of Variation in Teaching the Colour of Light to Primary 3 Students (2006, background): “A team of researchers in Hong Kong reported sets of studies which illustrated that how the specific content of learning is dealt with is significant in bringing about student learning ( Marton & Morris, 2002; Marton & Tsui, 2004).”
Preparing Teachers to Design Instruction for Deep Understanding in Middle School Earth Science (2009, background): “The adaptations teachers make to curricula can occur before, during, and after enactment (Davis & Varma, 2008), and those adaptations may be inspired by particular classroom situations, when students and teachers interact with materials or discuss an idea (Marton et al., 2004).”
Classroom Interaction in Science: Teacher questioning and feedback to students’ responses (2006, background): “Another reason might be the influence of Confucian views of teaching and learning on education (Marton & Tsui, 2004 ; Watkins & Biggs, 1996 ), which is part of the cultural heritage in the country, where students are expected to show respect for the teacher and where it is less socially acceptable”
Notional machines and introductory programming education (2013, background): “Furthermore, it is suggested that challenging phenomena may be best learned about by .rst focusing on individual critical aspects separately and then fusing aspects together to discern their relationships and gain a holistic feel for the phenomenon [Marton et al. 2004].”
Can ‘Blended Learning’ Be Redeemed? (2005, background): “Variation theory (Bowden & Marton, 1998; Marton & Tsui, 2004) may therefore offer an explanation for some of the observed improvement, and also offer guidance in the development of approaches to teaching and course design that might lead to actual blended learning, and learning improvement.”
The Playing Learning Child: Towards a pedagogy of early childhood (2008, background): “The result as “a touchdown in time” is what a specific child can express at a certain moment when the child's competence is documented (lived) (Marton & Tsui, 2004 ).”