Landbeck, R. & Mugler, F. (1994) Approaches to study and conceptions of learning of students at the USP, Report, University of the South Pacific.

Reports a study into linguistics students experiences of learning at USP. Data was gathered through the use of interviews, written responses and a study inventory.

Larsson, S.C. (1995) White-collar workers conceptions of learning for work - the role of the wider context. Paper presented to the 6th EARLI Conference, Nijmegen, The Netherlands, August 26 - 31.

This paper is an presentation of some of the preliminary results of a three-year project called 'Self-directed learning in a work context'. There are two underlying assumptions in this project. The first is, that when studying individuals' learning at work, individuals should be regarded as whole humans with former experiences and with ideas of the future. That is to say, the 'task for the day' is not the only thing to be interested in, if you want to understand how people think about the possibilities to learn and develop skills at work. The individuals' engagement in the profession and ambition with the employment as a part of life is conceived to be important too. Secondly, the worker should not be seen as a holder of well-defined pieces of competence, obtainable for easy manipulation by management, educators etc. Instead, the study advocates an non-rationalistic approach where the individuals' way of conceiving the work will come in focus. Education, self-directed learning, learning by doing etc. are regarded as important ingredients by others in a person's development of skills and knowledge. In the study these different ingredients are not analyzed per se. Instead, the focus is on the individual's own conception of these ingredients in relation to what is said above. The same view regards the relation between the employee and the possibilities or hints the organisation and the management may offer in terms of learning and development. The study described is an interview study, with a phenomenographic approach, with sixty Swedish white-collar workers from ten different types of companies and organisations. Some of the preliminary results will be presented in the paper. (Author s abstract).

Larsson, S. (1986) Learning from experience: teachers conceptions of changes in their professional practice. Journal of Curriculum Studies, 9(1): 35-43.

One of the first publications in the phenomenographic journal literature about teachers conceptions of teaching, as opposed to learners conceptions of learning.

Laurillard, D. (1993) Rethinking University Teaching: a Framework for the Effective Use of Educational Technology. Routledge, London.

Lybeck, L., Marton, F., Stromdahl, H. & Tullberg, A. (1988) The phenomenography of the mole concept in chemistry. In P. Ramsden (ed.) Improving Learning: New Perspectives, Kogan Page, London.

The study we describe below depicts the qualitatively different ways in which secondary school students think about and deal with the mole concept or, more correctly, about the quantity amount of substance and its SI unit the mole ( p81). The chapter presents a detailed description of a rigorous phenomenographic investigation, as well as an extended discussion of results.

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