Uljens, M. (1993) The essence and existence of phenomenogrpahy. Nordisk Pedagogik, 13:134-147.

The phenomenographic approach is discussed with respect to its phenomenological features ... Hermeneutic phenomenography is proposed ...

Van Manen, M. (1990) Researching Lived Experience. New York: State University of New York Press.

A very accessible introductory text to the phenomenological research approach. Highly recommended.

Van Rossum, E.J. & Schenk, S. (1984) The relationship between learning conception, study strategy and learning outcome. British Journal of Educational Psychology, 54: 73-88.

This is a much cited paper as it establishes a relationship between learning approaches and outcomes. Also compares the work of Saljo and Marton with that of Biggs. Although Marton and Saljo approach the problem of describing learning outcomes differently, Van Rossum and Schenk conclude that the levels of outcome found by Marton and Saljo are similar to the first four levels of the SOLO taxonomy. One of the distinctive features of Marton s approach is of course that what (students) views look like and how they differ from one another is not to be determined in advance. (p74)

Walsh, E. (1994) Phenomenographic analysis of interview transcripts. In J. BOWDEN & E. Walsh (eds.) Phenomenographic Research: Variations in Method. EQARD, RMIT.

This chapter addresses issues such as: ...the way in which categories of description are arrived at, the nature of the relationship between individual categories, the need for the group process rather than the individual to determine the set of categories from the data, and the role of research assistants and post-graduate students in the collection and analysis of data. (p 17)

Walsh, E., Bowden, J. & Dall Alba, G. (in press). Phenomenography: A contemporary approach to research in science education. Proceedings of the conference on Contemporary Approaches to Research in Mathematics and Science Education. Melbourne: Deakin University.

Phenomenography is a research approach which is used to describe the ways in which people experience the world around them, that is, to explore the qualitatively different ways in which people perceive, understand or conceptualize aspects of their experience. Originally, phenomenographic research arose from attempts in the early 1970s to provide more helpful insights into teaching and learning in the educational context.

This paper is concerned with an aspect of phenomenography which relates to the study of formal learning within particular content domains, for example, exploring students understanding of concepts and principles in physics. The discussion in the paper focusses on the methodology used in phenomenographic studies, with illustrations from the recent project "Measuring Student Understanding in Physics". (Author s abstract).

Watkins, D.W. (1983) Depth of processing and the quality of learning outcomes. Instructional Science, 12: 49-58.

Early study based on Saljo and Marton s deep and surface learning distinctions. A parallel study to that conducted by Van Rossum and Schenk in that it establishes a connection between approaches to learning and learning outcomes. This study is not particularly sympathetic to qualitative research - but it does draw parallels between the outcomes of phenomenographic research and Biggs SOLO TAXONOMY. It is also quoted in other phenomenographic studies dealing with student learning.

Watts, M. and Ebbut, D. (1987) More than the sum of the parts: research methods in group interviewing. British Educational Research Journal 13(25): 25-34.

...considers pros and cons of using group interviews in educational research

Wen, Q. & Marton, F. (1993) Chinese views on the relation between memorization and understanding. Paper presented at the 5th European Association for Research on Learning and Instruction Conference in Aix-en-Provence, August 31 - September 5.

This study is replicating of the previous study undertaken by Marton, Dall Allba and Tse (1992). One important purpose of this study is to find out whether the differences found by Marton et al. (1992) between Chinese teacher trainers and the Europeans do exist among the other Chinese people. The second purpose is to have an in-depth study of the Chinese conception of learning (p1).

West, L. (1988) Implications of recent research for improving secondary school science learning. In P. Ramsden (ed.) Improving Learning: New Perspectives. London: Kogan Page.

As part of this chapter West presents a case study of an action research project in which ten teachers collaborated to improve student learning across three grade levels and six subject areas. The rest of the chapter focuses on the need to change students conceptions of scientific phenomenon and some suggestions on how this can be achieved.

Zuber-Skerritt, O. (1986) The integration of university student learning skills in undergraduate programmes. In J. Bowden (ed.) Student Learning: Research Into Practice - the Marysville Symposium. CSHE, University of Melbourne.

Integration of phenomenographic research results into student learning in the Griffith University Modern Asian Studies programme.

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