Fenomenografia jako klucz do świata dziecięcych koncepcji umysłu i poznania
Phenomenography as a Key to the World of Children’s Concepts of Mind and Cognition

Summary/Abstract: Phenomenography is a research strategy developed in the 1970s at the University of Gothenburg by a team of researchers led by Ference Marton. It is an empirical study devoted to the selection and description of various ways of experiencing phenomena from the outside world, especially educational phenomena. The main purpose of this text is to show the usefulness of the phenomenographic perspective in the study of children’s metacognitive experiences understood as a set of judgments, beliefs and assessments derived from the learning situation. On the example of selected areas of metacognitive experiences (such as children’s conceptualizations of the mind), the following will be presented: the principles of planning an interview with children, the possibility of using a drawing as a specific form of children’s expression, as well as difficulties and doubts appearing in the process of analyzing and coding the collected empirical data. The role of implicit, intuitive knowledge as an important area of metacognitive experiences, which, during a conversation with the researcher, has a chance of being crystallized and transferred to the area of conscious reflection of a child will also be discussed. The text is aimed especially at those researchers who are interested in studying the ways in which children perceive and conceptualize their own mental world.

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