Eizenberg, N. (1986) Applying student learning research to practice. In J. Bowden (ed.) Student Learning: Research Into Practice, CSHE: University of Melbourne.

Eizenberg examines the five conceptions of learning, and approaches to learning (Marton and Saljo 1984) - then investigates how such an understanding of students can be used to influence anatomy teaching. He discusses interventions in teaching, curriculum and assessment. This is considered to be an important paper in the bringing together of teaching research and practice in higher education.

Ekeblad, E. (1995a) First-grader s conceptions of "How you learn maths". Paper presented at the 23rd congress of the NFPF, Aarhus, Denmark, March 16-19, 1995.

The present paper is intended as a contribution to the continued mapping of the phenomenography of learning from the perspective of children. The context is a study concentrating on first-grade children s understandings of "learning maths". The paper presents an analysis of the relevant sections of two interviews with the same group of children, carried out within the boundaries of a broader study aiming to explore the possibilities of using the computer as a tool for the development of children s conceptions of numbers. Sections on "learning maths" were included in the framing interviews, one at the very beginning of the first year in school, and the other towards its end. At school start the children were asked questions on the theme of how you learn things like counting or adding, which they had first suggested as examples of "doing maths." In the final interview the corresponding theme was introduced as: What do you think you have learned in maths this year? and continued on the theme of: How do you learn that kind of stuff?

Ekeblad, E. (1995b) Talking phenomenography. Some reflections occasioned by Saljo s article on "Minding action." Paper presented at the 23rd congress of the NFPF, Aarhus, Denmark, March 16-19.

In a recent article Roger Saljo criticises some features of phenomenography, all related to a view of language as a "device for representing the world," which is, according to Saljo, inherent in phenomenography. Against this he poses his own view of language as "a medium for action; when you talk you do things" (Saljo, 1994, p. 78).

So, what is Saljo trying to accomplish by talking phenomenography the way he does in his article? And how does he use language as a medium for action? Apparently his goal in the final analysis is no less than a general abandonment of phenomenography. Although he opens the discussion on a humble note, and although the article may be read as one more contribution to a discussion aiming to improve the methods of phenomenography, in effect he argues against the phenomenographic notion of conception, replacing it with discourse processes as an alternative object of research, thereby renouncing phenomenography altogether.

In this paper I first argue that the version of phenomenography constructed by Saljo is tailored to fit as the less favourable contrast to the alternative he wishes to promote, and that there are other conceivable versions of phenomenography. It is even possible to understand language as a medium for action, and still do phenomenography. I go on to examine some aspects of how he employs language as a medium of action, and I finish with some reflections on what may happen when we subsume the discourses of educational research under the heading of language-in-action. (Adopted from author s abstract).

Ekeblad, E. & Bond, C. (1995) A phenomenography of learning in context. Paper presented to the 6th EARLI Conference, Nijmegen, The Netherlands, August 26 - 31.

Issues of context are currently being revitalized in educational research. There is a movement away from studies of internal, mental processes and towards a renewed concern about the fact that processes of learning always unfold in interaction with 'the world around us'. Working in a line of research towards 'a phenomenography of learning', we take seriously the notion of internal relations between persons and phenomena. This leads us to recognise that relations between persons and situations must also be considered as internal. In our paper we present material from two longitudi nal studies: one of psychology students' conceptions of learning within the context of their studies, and one of first-graders' conceptions of the learning of arithmetic in the beginning and towards the end of their first year in school. We investigate the relation of conceptions to context, and consider the relation between phenomenographic categories of description and the experiential reality they promise to describe. This means partly a restatement of old tenets of phenomenography in the terms of current discussions; partly it means an exploration of what it means to create a phenome nography of learning that takes account of contexts of learning. (Author s abstract).

Ekeblad, E. & Lindstrom, B. (1995) The role of phenomenographic research in the design of instructional computer applications for number concepts. Paper presented to the 6th EARLI Conference, Nijmegen, The Netherlands, August 26 - 31.

Four principles of design and one overarching subject-matter-related principle were the guidelines for a project aimed at developing instructional computer applications based on phenomenographic research in the area of young children's basic number concepts. The overarching domain-specific principle was to 'promote structuring conceptions of numbers over counting conceptions'. The four design principles were that the computer would be used to present 'crucial problems', to introduce 'variation' in some important dimension, to present analogies serving as 'bridges' between the familiar and the unknown, and to 'con front the children', in situations where a less functional conception would be revealed by the computer as yielding an incongruous representation of the world. A number of educati onal games were developed in an iterative process of moving back and forth between software design and research aimed at exploring children's conceptions of numbers in connection with use of the developed software. This paper presents a reflective analysis of the design, the history of development and the documented use in classroom-based re search of some of our games, focusing on how principles turn out when applied in practice. (Author s abstract).

Ekeblad, E. & Bond, C. (1994) The nature of a conception: questions of context . In R. Ballantyne & C. Bruce (eds.) Phenomenography: Philosophy and Practice., Proceedings. QUT, Australia, pp. 147-162.

What is a conception? What does it mean to treat a conception as an internal relation between person and phenomenon? What is the nature of the implicitness of the contextuality of a conception? This paper attempts to address these and other complex issues, illustrating the discussion in relation to two phenomenographic studies. (Adapted from authors abstract).

Entwistle, N. & Marton, F. (1994) Knowledge objects: understandings constituted through intensive academic study. British Journal of Educational Psychology, 64: 161-178.

Paper reports a re-analysis of data gathered from final year degree students focussing on their use of visualisation to support memory.

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