1、中文 3350 汉字， 2000 单词， 1 万英文字符 出处： Wernberg A. Generative learning: learning beyond the learning situationJ. Educational Action Research, 2007, 15(2):181-208. Generative learning: learning beyond the learning situation Mona Holmqvist, Laila Gustavsson and Anna Wernberg In this article an educational a
2、ction research study, based on a phenomenographic approach, is reported in which unexpected results have been possible to gather thanks to the inductive design of the study. The aim is to describe the ways in which contrasts of critical aspects of a learning object affect the students generative lea
3、rning found by analysing three learning studies based on the theory of variation. Variation is in this article defined as the varied ways a phenomenon can be discerned. By contrasting critical aspects (i.e. main features needed to understand a pheno menon) in a dimen- sion of variation, the learning
4、 object (i.e. the targeted ability or knowledge taught) can change form and be experienced in different ways that influence the students ability to learn. To investigate in which ways the contrasts affect the students learning outco me was the primary focus of the study, but the results also show an
5、 interesting pattern of how students learning outcomes in the short-term and long-ter m perspective are affected. In this study we have worked with learning study as a method, and the results are based on analyses of three learning studies made up of three lessons each. The results show how one patt
6、ern of contrasts allows the students to look critically upon their previous knowledge and make the m find new ways of seeing the object of learning. This pattern has also been found to be more powerful in preparing students for future learning, since it see ms to generate new learning (generative learning) after the learning situation itself. Keywords: Generative learning; Instruction; Learning study; Phenomenography; Variation theory Introduction In this article we present the results o
