For Nordic education researchers, phenomenography is generally connected to
work at the Department of Education and
Educational Research in Gothenburg, Sweden, led by Ference Marton and his
associates. However, the research from which
the term phenomenography derives has been carried out at there since the
early 1970:ies (cf. Marton, 1988) with some
interesting variations and similarities evident. This paper comments on
some of these and their relations to phenomenology, the
branch of philosophy to which some phenomenographers have looked for
support in recent years. It also questions how
reasonable this link is...
Marton (1992, p.253) describes phenomenography as a research approach for
describing the limited number of qualitatively
different ways in which a phenomenon is experienced, conceptualized, or
understood, based on an analysis of accounts of
experiences as they are formed in descriptions produced in research with
other people. As we will go on later to elaborate,
usually these accounts are produced exclusively through interviews,
although there are some exceptions (e.g. Lybeck, 1981;
Ahlberg, 1992; Booth, 1992, Alexandersson, 1994).'
http://www.ped.gu.se/biorn/phgraph/misc/constr/goodno2.html
Phil Graham
pw.graham who-is-at student.qut.edu.au
http://www.geocities.com/SunsetStrip/Palms/8314/index.html