Ballantyne, R. (in press) Interpreters conceptions of Australian Aboriginal culture and heritage: implications for interpretive practice. Journal of Environmental Education.

Fourteen interpreters (including eight Aboriginals) with experience in the design and/or management of Aboriginal interpretation programmes were interviewed regarding their understanding of Aboriginal culture and heritage and their views on its interpretation. Two different ways of conceiving Aboriginal culture are identified, with implications for the aims, content and strategies of interpretation programmes. If Aboriginal culture is understood as contemporary and evolving rather than as a thing of the past, interpreters need to begin to address post- contact issues, including both the positive role played by Aboriginals in Australian society and the past injustices committed against Aboriginal people. The importance of adopting a consultative approach under the control of the local Aboriginal community is stressed and the use of face to face interpretive experiences recommended. (Author s abstract).

Ballantyne, R. & Bruce, C. (eds.) (1994) Phenomenography: Philosophy and Practice. Proceedings. Queensland University of Technology, Brisbane, Australia, 7-9 November 1994.

Previous gatherings in Australia revolving around phenomenography include the Marysville and Warburton symposia (see Bowden 1986 & 1994). This conference was developed around the twin needs of pushing forward theoretical understandings of phenomenography and providing a forum for postgraduate students and more experienced researchers to dialogue. The contents of the proceedings reflect these intentions. In addition to the papers, the volume includes a composite reference list drawing together in alphabetical order all the references from the papers in the proceedings.

Ballantyne, R. & Gerber, R. (1994) Managerial Conceptions of Environmental Responsibility. The Environmentalist, 14(1): 47-56.

In order for business and industry to exercise environmental responsibility in their daily operations and practices, it is necessary for company personnel at all levels to be aware of and committed to the implementation of environmental policies. This study used a phenomenographic approach to explore different ways in which company executives understand and apply environmental responsibility in their managerial roles. Ten senior managers located in three large industrial companies were interviewed and encouraged to express their own interpretation of the phenomenon of environmental responsibility. Four distinct conceptions emerged from the data which differ according to the preferred methods of expressing environmental responsibility within a business setting and the perceived motivations underlying corporate environmental action. (Author s abstract).

Ballantyne, R.R. & Packer, J.M. (in press) Teaching and learning in environmental education: developing environmental conceptions. Journal of Environmental Education, 26(4).

Attempts to define the nature and scope of environmental education invariably promote, as its ultimate aim, the development of responsible environmental behaviour. It is generally recognised that in order to achieve this outcome, environmental educators must provide students with opportunities to acquire the knowledge, values, attitudes, commitment and skills needed to protect and improve the environment. Although the majority of environmental educators support these statements, in practice the affective dimension has become pre- eminent and the teaching of attitudes and values emphasised at the expense of environmental knowledge. This paper explores reasons for the traditional imbalance between the importance placed on environmental knowledge and attitudes/values in environmental education; examines the limitations of a values education approach in achieving the aims of environmental education; and proposes the application of constructivist principles of learning as a means of overcoming such limitations and integrating environmental knowledge, attitudes/values and behavioural orientations. Such an approach, it is contended, will improve the effectiveness of environmental education in achieving its state goal of promoting environmental literacy and environmentally responsible behaviour.

Beaty, E., Dall'Alba, G. & Marton, F. (1990) Conceptions of Academic Learning. Occasional Paper 90.4, ERADU, RMIT.

Continuing the phenomenographic explorations of conceptions of learning. (Earlier work for example, by Marton & Saljo & Pramling). Description of analysis techniques reflects strongly the language of phenomenology.

Beaty, E.M. (1987) Understanding concepts in social science: towards an effective evaluation strategy. Instructional Science, 15: 341-359.

Describes Beaty s study into university students conceptions of capitalism and ways in which social science subjects were changed in order to encourage the adoption of appropriate conceptions. Concentrates on subject evaluation on the basis of changed conceptions on the part of learners.

Bers, T.H. (1989) The popularity and problems of focus-group research. College and University, 64: 260-8.

Focus group methods have been considered as a data gathering strategy in phenomenographic research.

Biggs, J.B. (1986) Enhancing learning skills: the role of metacognition. In J. Bowden (ed.) Student Learning: Research Into Practice - the Marysville Symposium. CSHE, University of Melbourne.

Biggs critiques the results of phenomenographic research with particular reference to the notion of deep and surface learning strategies, and proposes a modified model. Moves away from the notion of describing the students perceptual world through description of data to looking for a working model for thinking about student learning.

Bock, H.K. (1986) Phenomenography: orthodoxy and innovation or innovation and orthodoxy. In J. Bowden (ed.) Student Learning: Research Into Practice - the Marysville Symposium. CSHE, University of Melbourne.

An extended critique of phenomenography, and its contribution to educational research, and the practice of teaching study and learning skills.

Booth, S. (1994) On phenomenography, learning and teaching. In R. Ballantyne & C. Bruce (eds.) Phenomenography: Philosophy and Practice. Proceedings. QUT, Australia, pp. 3-6.

This is an outline of the author s paper which focuses on principles for teaching based on the body of empirical phenomenographic research and the emerging picture of the nature of human awareness.

Booth, S. (1990) Students conceptions of programming, programming languages and programming constructs. Occasional Paper 90.5, ERADU, RMIT.

Reports a phenomenographic study conducted at Chalmers University of Technology of students studying Computer programming. Part of a larger project into interactive learning environments led by Ference Marton. In discussing her research technique Shirley Booth writes about uncover(ing) the students understanding of the essence of programming languages.. This is symptomatic of increasing leanings towards phenomenological theory in phenomenographic research.

Bowden, J. (1994a) Phenomenographic research: a personal experience. In J. Bowden & E. Walsh (eds.) Phenomenographic Research: Variations in Method. EQARD, RMIT.

Bowden s approach to phenomenographic research is distinctive and well outlined in this paper. In particular he advocates the use of a group process for analysis, and questions the capacity of individual researchers to take the data as far as possible . Concludes with some reflections on why phenomenographic research should be undertaken.

Bowden, J.A. (1994b) The nature of phenomenographic research. In J. Bowden & E. Walsh (eds.) Phenomenographic Research: Variations in Method. EQARD, RMIT.

In this chapter Bowden raises a range of issues in relation to the phenomenographic approach, such as: Do variations in practice matter? (p3), Are there methodological implications in adopting a pure or developmental stance? (p3), The importance of a coherent methodology (p7), Where does phenomenographic research begin and end? (p12), The need for consistency of intention in the use of the term conception (p14).

Bowden, J.A. (1991) Quality in Higher Education: Philosophy and Rationale of the RMIT Developmental Approach. Occasional Paper 91.2, ERADU, RMIT.

Bowden, J.A., Dall Alba, G. & Walsh, E. (1991) Teaching implications of phenomenographic studies of physics students understanding of displacement, velocity and acceleration. Research and Development Vol 13. Papers presented at the 16th HERDSA conference held at Griffith University, Brisbane 6th -9th July 1990, B. Ross (ed.) HERDSA, Sydney.

Reports a study into physics concepts such as acceleration. Includes a discussion of implications for teaching.

Bowden, J.A. (1990) Curriculum Development for Conceptual Change Learning: a Phenomenographic Pedagogy. Occasional Paper 90.3. ERADU: RMIT.

This paper addresses the relation between educational research and educational practice... The theoretical base underlying this way of understanding processes of conceptual change learning will be referred to as phenomenographic pedagogy.... phenomenographic pedagogy is concerned with ways of facilitating conceptual change by the learner in context. (p1)

Bowden, J. (ed.) (1989) Student Learning: Research Into Practice, the Marysville Symposium. Centre for the Study of Higher Education, University of Melbourne.

A series of invited papers presented at the Marysville Symposium in response to the growing field of educational research using phenomenography; and in particular responding to the distinctions drawn between deep and surface learning arising from Saljo and Marton s research into student learning, and other work reported in The Experience of Learning (Marton, Hounsell & Entwistle, 1984). A strong Australian flavour is represented with contributions from Zuber-Skerritt, Eizenberg, Prosser, Biggs, Bowden, Moses and Hegarty Hazel. Ference Marton offers a paper entitled Some Reflections on the Improvement of Learning .

Bowden, J. (1988) Achieving change in teaching practices. In P. Ramsden (ed.) Improving Learning: New Perspectives. Kogan Page, London.

John Bowden describes workshops designed to help change teachers conceptions of teaching . The workshops aim to encourage teachers to identify important concepts which students need to learn, the possible alternative conceptions they might hold, and strategies for helping students change their conceptions, diagnosing students difficulties etc.

Bowden, J.A. (1986) Educational development and phenomenography. In J. Bowden (ed.) Student Learning: Research into Practice, the Marysville Symposium. CSHE, University of Melbourne.

Introduction to the monograph, describing the background to the meeting, the participants and what took place there. Focuses on the appeal of phenomenography to teachers and comments on the differing perspectives on phenomenographic research taken by teachers and researchers. The notion of the teacher-researcher does not appear to be present.

Bowden, J.A. & Walsh, E. (eds.) (1994) Phenomenographic Research: Variations in Method, The Warburton Symposium. EQARD, RMIT.

Both a study of articles and reports published about phenomenographic research and less formal communications at conferences and educational meetings make it clear that there are considerable variations in the methods used by different phenomenographic researchers and even by the same researcher in several investigations. In order to consider those variations in method carefully, the Warburton Symposium was arranged during Winter, 1991. (from the preface p. vii). Includes chapters on the nature of phenomenographic research (Bowden, Trigwell), analysis (Walsh), personal accounts of using the approach (Bowden, Prosser, Dall Alba), and a chapter on the structure of awareness (Marton).

Bowden, J. & Dall Alba, G. (1990) Phenomenographic Studies of Understanding In Physics: Displacement, Velocity and Frames of Reference. Occasional Paper 90.6, ERADU, RMIT.

Study into final year high school and undergraduate students understanding of kinematics concepts.

Bruce, C. (1994a) Reflections on the experience of the phenomenographic interview. In R. Ballantyne & C. Bruce (eds.) Phenomenography: Philosophy and Practice. Proceedings. QUT, Brisbane, pp. 47-56.

The interview is one of the most widely used strategies for data gathering in phenomenographic research. This paper, based on the author s reflections on her own experience of conducting phenomenographic interviews, argues that, although the phenomenographic interview belongs to the family of qualitative research interviews, it has distinctive characteristics which set it apart. The paper also examines the following questions: Why use the interview as a data gathering strategy? What are the advantages and problems associated with different interview settings? and How can we validate the interview process? (Author s abstract).

Bruce, C. (1994b) Research students early experiences of the dissertation literature review. Studies in Higher Education, 19(2): 217-229.

The phenomenon of a dissertation literature review is explored from a second-order perspective. Written responses from forty-one neophyte research scholars from various disciplines in an Australian university were gathered in response to questions about the literature review. A phenomenographic analysis identified six conceptions or ways of experiencing literature reviews. The conceptions represent different relations between student researchers and the literature. The range of conceptions suggests that supervisors and other teachers interested in the literature review process need to accept literature reviews as a problem area for students and develop strategies to help them. (Adapted from author s abstract).

Bruce, C. (1992a) Research students conceptions of a literature review. Masters Thesis, Faculty of Education, Queensland University of Technology, Brisbane.

Bruce, C.S. (1992b) In search of research students conceptions of a literature review. Research and Development in Higher Education, volume 15, Proceedings of the HERDSA Conference, July 1992, Churchill, Victoria, pp. 570-577.

A description of the analysis technique used in discovering research students conceptions of a literature review, and the research outcomes.

Bruce, C.S. & Gerber, R. (1995) Towards university lecturers conceptions of student learning. Higher Education, 30.

A revised version of the conference paper published in 1994.

Bruce, C. & Gerber, R. (1994) Towards university lecturers conceptions of student learning. In R. Ballantyne & C. Bruce (eds.) Phenomenography: Philosophy and Practice. Proceedings. QUT, Brisbane, Australia, pp. 57-70.

The study reported here contributes to our understanding of students learning, describing it from the viewpoint of lecturers from a range of disciplines. From the viewpoint of these lecturers student learning was seen variously as: applying academic study skills; acquiring new knowledge; a cognitive experience; developing professional competence and the capacity to learn; changing personal attitudes, beliefs or behaviour; and a field of study. The relationship between these and previously identified conceptions of teaching and learning is discussed. (Extract from authors abstract).

Bruhn, J.K. (1989) Discourses of interviewing: validating qualitative research findings through textual analysis. In S. Kvale (ed.) Issues of Validity in Qualitative Research. Studentlitteratur: Lund (1989).

I want to argue that the qualitative field needs to develop more explicit and systematic methodologies which refer to language and communication as the central categories of analysis. The analysis of qualitative research data as forms of discourse may, in many ways, perform the functions which statistics has traditionally performed in quantitative types of analysis (p93).

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