chapter 1 touchup

ch1.tex

@@ -114,7 +114,7 @@ Critical research, while qualitative, goes beyond interpretation, as it intends
 Each of the above is a type of qualitative research associated with a qualitative research methodology.
 One type of research, which differs from those above in that it delimits its scope to the description of ways of experiencing, by a student, the communication from a source of instruction, is phenomenography.
 While the formerly mentioned types of qualitative research are associated with a qualitative research methodolgy, phenomenography is characterized by an aim, namely to describe people's conceptions.~\cite{svensson1997theoretical}.
-It is necessary that the  descriptions be subject to comparison and to systematization. As for the methods associated with phenomenography, Svensson states~\cite[p. 161--162]{svensson1997theoretical} ""development of methods was included as a main aim of the research and the development of methods was an integrated part of the tradition. However, methods have been dealt with in a problem-solving attitude rather than by giving prescriptions. The methods have been considered to have been derived from the basis of the general aim, the general character of the phenomena of conceptions and also from the basis of the specifics of the phenomena and the situation under investigation. Therefore phenomenographic research represents a research approach in a double sense. It mens an emphasis on approaching the research objects in the sense of creating methods adapted to the objects. \ldots The approach to describing conceptions is closely related to the view of the research objects and is not a system of generally defined methods. The most significant characteristics of the approach are the aiming at categories of description, the open explorative form of data collection and the interpretive character of the analysis of data."
+It is necessary that the  descriptions be subject to comparison and to systematization. As for the methods associated with phenomenography, Svensson states~\cite[p. 161--162]{svensson1997theoretical} ""development of methods was included as a main aim of the research and the development of methods was an integrated part of the tradition. However, methods have been dealt with in a problem-solving attitude rather than by giving prescriptions. The methods have been considered to have been derived from the basis of the general aim, the general character of the phenomena of conceptions and also from the basis of the specifics of the phenomena and the situation under investigation. Therefore phenomenographic research represents a research approach in a double sense. It means an emphasis on approaching the research objects in the sense of creating methods adapted to the objects. \ldots The approach to describing conceptions is closely related to the view of the research objects and is not a system of generally defined methods. The most significant characteristics of the approach are the aiming at categories of description, the open explorative form of data collection and the interpretive character of the analysis of data."
 
 Svensson~\cite{svensson1997theoretical} reports that phenomenography was extended to include variation theory.
 Variation is key to the phenomenography/variation theory qualitative research approach.
@@ -138,9 +138,9 @@ contributing fragments of data that together constitute a whole and collective
 experience, which can be subjected to research analysis."
 
 Marton and S\"alj\"o~\cite{marton1976qualitative} performed an experiment which showed that a students' approaches to learning have been  predictive of their learning outcome, reiterated in Marton and Booth.~\cite[p. 22]{marton1997learning}
-In looking at, and developing categories for, students' ways of experiencing their learning, we may obtain insight into their approach, and can hope to improve their outcomes.
+In looking at, and developing categories for, students' ways of experiencing their learning, we may obtain insight into the students' approaches, and can hope to improve their outcomes.
 
-Marton\cite[p. 36]{marton1997learning} has defined that one conception (of a thing, $x$) differs from another, for the purposes of phenomenography, by the existence of a distinct manner in which participants were found to voice the way they thought about $x$. The categories of conceptions (also, conceptualizations) include two overriding categories,\cite[p. 35]{marton1997learning} the first being "a learning task, some facts to memorize", and the second having as objective "a way to change oneself, to see things in a new light, to relate to earlier learning, and to relate to a (changed) world. At the next level of drawing distinctions, S{\"a}lj{\"o}~\cite{saljo1979learning} has found five qualitatively distinct conceptualizations, and Marton~\cite{marton1997learning} has found six distinct conceptualizations falling into the two overriding, task and objective. (See Table \ref{WaysLearning}.)
+Marton\cite[p. 36]{marton1997learning} has defined that one conception (of a thing, $x$) differs from another, for the purposes of phenomenography, by the existence of a distinct manner in which participants were found to voice the way they thought about $x$. The categories of conceptions (also, conceptualizations) include two overriding categories,\cite[p. 35]{marton1997learning} the first being "a learning task, some facts to memorize", and the second having as objective "a way to change oneself, to see things in a new light, to relate to earlier learning, and to relate to a (changed) world." At the next level of drawing distinctions, S{\"a}lj{\"o}~\cite{saljo1979learning} has found five qualitatively distinct conceptualizations, and Marton~\cite{marton1997learning} has found six distinct conceptualizations falling into the two overriding, task and objective. (See Table \ref{WaysLearning}.)
 
 \begin{table}[h]\label{WaysLearning}
 \caption{Distinct Ways of Experiencing Learning, from Marton and Booth~\cite{marton1997learning}.}
@@ -176,7 +176,7 @@ Relevance structure is a part of phenomenography: Marton and Booth state~\cite[p
 
 Knowledge may alter the perspective with which students view new material. For example, students who know they are about to work on projects, in which they are expected to apply new material they are studying, are enabled to receive and organize, mentally, that new material, assisted more or less by its relation to their anticipated use of it.
 
-Marton and Booth suggest that relevance structure may be "the driving force of learning"\cite[p. 145]{marton1997learning} and assert that "its chief mechanism is variation". Changes in the curiosity of the learner, as may be brought about by the presentation of problems, can change the student's capability of experiencing something, and thereby change the student's way of experiencing it, which is learning. Sudden insight is an example of a change in a person's way of experiencing something.
+Marton and Booth suggest that relevance structure may be "the driving force of learning"\cite[p. 145]{marton1997learning} and assert that learning's "chief mechanism is variation". Changes in the curiosity of the learner, as may be brought about by the presentation of problems, can change the student's capability of experiencing something, and thereby change the student's way of experiencing it, which is learning. Sudden insight is an example of a change in a person's way of experiencing something.
 
 Booth has written on relevance structure in learning computer science.~\cite{booth2001learning}
 She writes "In pedagogical terms, the course aims to provide the heterogeneous group
@@ -228,7 +228,6 @@ It is claimed herein that relevance structure provides another avenue for retrie
 Without the relevancy of optimal substructure for dynamic programming, it might not occur to a student to
 make use of a dynamic programming approach in a situation when that is warranted.
 
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