Dahlgren, L.O. (1993) Problem-based learning. Experiences from the Health University Link”ping, Sweden. Occasional paper 93.2 ERADU:RMIT.

This is an English summary of a Swedish book on problem based learning. The book is the result of a year-long co-operation project amongst 47 people, all of them active as teachers, researchers and/or clinicians at the Health University in Link”ping where physicians, as well as paramedical professionals, are educated... The book is a description of the theoretical considerations underlying the reform, and it also contains a fairly straightforward account of everyday life for teachers and students. (p1)

Dahlgren, L.O. (1989) Fragments of an economic habitus. Conceptions of economic phenomena in freshman and seniors. European Journal of Psychology of Education, 4(4): 547-558.

The article reports on parts of an empirical longitudinal study. Students of engineering, business administration, medicine and psychology have been interviewed at the beginning and at the end of their education. The focus in the present article is on the students of business administration. Two of the questions in the interview asked for students conceptions about the most prominent contemporary economic problem and the cause of famine in the underdeveloped countries. (Extract from author s abstract).

Dahlgren, L.O. (1984a) Outcomes of learning. In F. Marton, D. Hounsell and N. Entwistle (eds.) The Experience of Learning. Edinburgh: Scottish Academic Press.

This chapter explores quantitative and qualitative conceptions of knowledge, and moves on to argue that students learning outcomes vary in terms of their understanding of the phenomena being studied. Concludes a study of qualitative differences in outcome has a vitally important role to play in helping to determine - and ultimately improve - the quality of student learning .

Dahlgren, L.O. (1984b) Higher education - impact on students. In T. Husen and N. Postlethwaite (eds.) The International Encyclopaedia of Education. Pergamon Press: London, vol.4, pp. 2223-2226.

The question of the impact of higher education upon students has attracted intense and quantitatively impressive interest since the 1930s. This article reviews those parts of that research tradition which have been devoted to the cognitive effects of higher education (p2223). Concludes that ...if a greater understanding of the more enduring aspects of the impact of higher education on individuals is desired, research efforts will have to be intensified to illuminate what students really learn rather than measuring how much they remember of the actual content of their education (p2225).

Dahlgren, L., Diwan, V.K., Tomson G. & Wahlstrom, R. (1992) On the variation in conceptions among primary care physicians regarding hypercholesterolaemia: a phenomenographic analysis. Scandinavian Journal of Primary Health Care, 10: 316-320.

Twenty primary care physicians at 12 health centres in Sweden were interviewed in a semi-structured way. Analysis was conducted using a phenomenographic method (Extract from authors abstract).

Dahlgren, L.O. & Fallsberg, M. (1991) Phenomenography as a qualitative approach in social pharmacy research. Journal of Social and Administrative Pharmacy, 8(4): 150-156.

Various perspectives in qualitative research in the behavioural sciences are described and compared. A Swedish contribution to this family - phenomenography - is scrutinised in more detail. A recent example of an application of phenomenography in social pharmacy research is thereafter provided. The implications of this kind of research are discussed..... (Extract from authors abstract).

Dahlgren, L.O. & Marton, F. (1978) Students conceptions of subject matter: an aspect of learning and teaching in higher education. Studies in Higher Education, 3(1): 25-35.

Early writing on viewing teaching as changing conceptions - from a phenomenographic perspective. The focus by way of examples is on qualitatively differing conceptions of economics concepts - including the famous price of a bun example.

Dahlgren, L.O. and Pramling, I. (1985) Conceptions of knowledge, professionalism and contemporary problems in some professional academic subcultures. Studies in Higher Education, 10(2): 163-173.

The paper reports some results of a longitudinal interview investigation on the general and specific effects of higher education on the way some central phenomena are conceptualised by students of medicine, business administration and engineering . (Extract from authors abstract).

Dahlin, B. (1994) An epistemology of conceptions and its educational significance. In R. Ballantyne & C. Bruce (eds.) Phenomenography: Philosophy and Practice. Proceedings. QUT, Brisbane, Australia, pp. 87-110.

Presuming that conception in the phenomenographic sense represents a form of knowledge of the world around us, theoretical reflections on the nature of conceptions take on an epistemological character. This paper presents such a reflection, drawing partly on the phenomenology of Merleau-Ponty and Heidegger and Dewey s philosophy of experience. (Extract from author s abstract).

Dahlin, B. & Regmi, M.P. (1995) Conceptions of learning among Nepali students. Paper presented to the 6th EARLI Conference, Nijmegen, The Netherlands, August 26 - 31.

The paper describes a phenomenographic study of conceptions of learning among Nepali students. Thirty students from various disciplines at Tribhuvan University in Kathmandu were interviewed about their understanding and experience of learning. The results are related to previous studies in Nepal, using the Study Process Questionnaire and written responses to open questions. They are also compared to similar phenomenographic studies done in the West. The present study indicates that 'meaning' is a more salient feature of Nepali conceptions, as compared to those found in the West. Nepali students also look upon memorizing and understanding as interlinked in a way not usually found among Western students. Finally, they tend to see learning as a change of behaviour, but not of the person in a deeper, existential sense. (Author s abstract).

Dall Alba. G. (1995) Learning to be a medical doctor: Orientations when starting out. Gold report series 60. Stockholm: MIP, Karolinska Institute.

What does medical practice mean to students entering undergraduate medical education? What do these students see as central to the work of a medical doctor? What do they regard as difficult challenges they are likely to face in medical practice? What implications do their perspectives on these questions have for medical education?

In the study reported in this article students beginning undergraduate medical education characterised medical practice in a variety of ways. In brief, they characterised medical practice as: (a) helping or saving; (b) diagnosing or treating using required procedures; (c) locating the problem and informing the patient; (d) while diagnosing and treating, interacting in a supportive way; (e) seeking a way forward together; and (f) enabling the patient to better deal with his or her life situation. Some differences based on gender and method of admission to medical education are noted.

The ways of characterising medical practice have in common particular dimensions of the doctor-patient encounter around which they vary. Those common dimensions are: purpose of the encounter between doctor and patient; nature of the encounter between doctor and patient; nature of knowledge relevant to the encounter; and time period relevant to the encounter. Implications for medical education include the need to address: the ways in which medical knowledge is viewed; students concerns about human aspects of medical practice; professional development especially of female students; non-biomedical aspects as mainstream in the medical curriculum; and the students as a resource.

Dall Alba, G. (1994a) Reflections on phenomenography- introduction to Part III. Nordisk Pedagogik, 14(1): 35-38.

Dall Alba reviews Bo Johansson s paper entitled What do the statements deal with and from whence do they come? at some length. Johansson critiques Dagmar Neuman s work into children s conception of number from the perspective of cognitive science.

Dall Alba, G. (1994b) Reflections on phenomenography - introduction to part IV. Nordisk Pedagogik, 14(2): 66-70.

Introduces Roger Saljo s article Minding Action.

Dall Alba, G. (1994c) Reflections on some faces of phenomenography. In J. Bowden & E. Walsh (eds.) Phenomenographic Research: Variations in Method, EQARD, RMIT.

My aim in this paper is to describe some research studies in which I have been involved, emphasising the research methodology and the principles underlying that methodology. I have selected particular examples to demonstrate how studies with varying purposes and methods can be based on principles of phenomenographic research (p73).

Dall Alba, G. (1993a) Reflections on Phenomenography. Nordisk Pedagogik, 13(2): 66-67.

Introducing a series of papers which intends to examine the contributions made by research and practice which is based on this approach and to explore how phenomenography can be developed in the future (p66).

Dall Alba, G. (1993b) Reflections on phenomenography - introduction to Part II. Nordisk Pedagogik, 13(3): 130-133.

Introduces two papers: Michael Uljens on the relation between phenomenography and phenomenology; and Bjorn Hasselgren s paper which questions whether phenomenography can legitimately be called a research approach. The introduction to the latter paper provides us with an English summary of the critique which appears in Swedish.

Dall Alba, G. (1992) The Role of Teaching in Higher Education: Enabling Students to Enter a Field of Study and Practice. Occasional Paper 92.5, ERADU, RMIT.

This paper reports a study into the various ways in which teachers see the content of a course of study. Data gathered from teachers from a range of disciplines yielded the following ways of seeing course content:
1. Course content as body of knowledge and skills
2. Course content as concepts and principles to which knowledge and skills are linked
3. Course content as experiences of a field of study and practice
The paper is couched within a framework of seeing teaching as developing competent professional practitioners. Questions of what it means to approach geography as a geographer would, language as a linguist does, and so on are raised, as are questions of implications for teaching.

Dall Alba, G. (1991) Foreshadowing conceptions of teaching. Research and Development in Higher Education, Vol. 13. Papers presented at the 16th HERDSA Conference held at Griffith University, 6th -9th July 1990, B. Ross (ed.) HERDSA, Sydney.

This is a short paper outlining the findings of a pilot study into teachers conceptions of teaching. Conceptions identified from transcripts of twenty interviews include:
• Teaching as Presenting Information
• Teaching as Transmitting Information
• Teaching as Illustrating the Application of Theory to Practice
• Teaching as Developing Concepts/Principles and their Interrelations
• Teaching as Developing the Capacity to be Expert
• Teaching as Exploring Ways of Understanding From Particular Perspectives
• Teaching as Bringing About Conceptual Change

Dall Alba, G. & others (1991) Textbook Treatments and Students Understandings of Acceleration. Occasional Paper 91.3. ERADU. RMIT.

Further phenomenographic exploration of students understanding of physics concepts. This research was supported by an ARC grant.

Drummond, J. & Embree, L. (1992) The Phenomenology of the Noema. Kluwer Academic Publishers, The Netherlands.

The terms noema and noesis , were coined by Edmund Husserl to describe intentionality. His description of the noema has since been subject to considerable interpretation and no little controversy. For phenomenographers, this collection of papers dealing with aspects of the noema, is important because of the comparison drawn between the noema and noesis of phenomenology, and the concepts of structure and reference. ...this volume is itself testimony to the fact that there is still work to be done and precision to be attained in our analyses of the noemata of particular experiences, in our understanding of the types of identities realized in manifolds of noematic phases and of identity-syntheses realised in different types of acts, in short, of our full understanding of the Husserlian doctrine of the noema and of its philosophical significance (p6).

A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, R, S, T, U, V, W, Z.