Fensham, F. & Marton, F. (1991) High School Teachers and University Chemists Differing Conceptualisations of the Personal Activity in Constituting Knowledge in Chemistry. Fenomenografiska Notiser 11. Report no 1991:01. Dept of Education and Educational Research. University of Goteborg.

High school teachers were compared with university chemists ... concerning their views of theory in Chemistry.

Ferris, J. & Gerber, R. (in press) Mature-aged students feelings of enjoying learning in a further education context. European Journal of Psychology in Education.

Students enjoyment in learning is an aspect of the quality of learning which has not been a focus for educational reearchers despite its obvious relationship to success in learning. This study adopts a non-dualistic approach to investigate the reflected experience of their enjoyment in learning of sixteen mature-age students in an Australian institution for further education. Through a phenomenographic analysis of interview transcripts, the researchers discerned six qualitatively different ways in which the students experienced enjoyment in their learning in further education. These conceptions of enjoying learning in further education are structurally related in terms of the personal experience, the institution s perceived approach to learning, the relevance of the learning to the students careers, the nature of the learning environment, the presence of learning stimuli and the intellectual challenge involved in the learning itself. (Author s abstract).

Francis, H. (1993) Advancing phenomenography-questions of method. Nordisk Pedagogik, 13(2): 68-75.

This paper aims to examine and develop aspects of the research methods used in phenomenography. The conclusion stresses the importance of appropriate design and reporting of research procedures and their justification if a promising program of research in educational psychology is to win even wider appreciation. (Extract from author s abstract).

Franke, A. & Dahlgren, L.O. (in press) Conceptions of mentoring. An empirical study of conceptions and mentoring during the school-based teacher education. Teaching and Teacher Education.

This article discusses the mentoring given during the practical part of teacher training. Different conceptions of mentoring found within a group of practising teacher tutors and trainee teachers are empirically described. (Adapted from authors abstract).

Fulop, M. (1995) Hungarian students' concepts of understanding literature. Paper presented to the 6th EARLI Conference, Nijmegen, The Netherlands, August 26 - 31.

In our interview study carried out in the final year of their university studies, twenty-five student teachers of literature at Eotvos University in Budapest were asked about their views on understanding literature. In carrying out this investigation the phenomenographic approach to research was applied. In this case it meant that the study aimed at revealing and characterizing the qualitatively different ways in which these teacher-to-be students experience and conceptualize understanding literature. As a result of the phenomenographic analysis three main dimensions of thinking about understanding literature have emerged: I, The origin of meaning: the meaning is in the text; the meaning is in the reader; the meaning is the result of the interaction that takes place between the text and the reader; II, The question of proper understanding: understanding is a finite process; understanding is an endless process; III, Understanding as a process: finding the core; having a cross-cut view; putting the puzzle together; peeling the onion; finding focal points, forceful features; threading the beads, the blooming flower. A more detailed description of the different dimensions is reported in the paper, stressing the importance of the results in the practice of teaching literature. (Author s abstract).

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