The varied role of ‘structure’ in phenomenographic research and the pedagogical value of building a contextual ‘relevance structure’ for learners

Phenomenography as a research methodology has been built on the core epistemological assumption of a dialectical relationship between meaning and structure in human experience. This has led to a focus on viewing human experience of the world through the lens of ‘structure’ (i.e., how the experience is structured in awareness). Whilst this focus is perhaps the most distinctive aspect of phenomenography, it is also the least well understood aspect. Furthermore, research approaches to analysing for structure have developed and diversified over time. This paper clarifies the multiple approaches to analysing for structure currently in use in phenomenographic research and the epistemological assumptions that justify each approach. The paper examines relationships between the different approaches, positing that the different approaches are themselves structurally related through their associated epistemological assumptions. Phenomenography’s position on the role of context in human experience of phenomena, including teaching and learning phenomena in educational settings, is also little understood. This paper describes the epistemological assumptions phenomenography makes about the role of context in experience, including the notion of an interacting theme, thematic field(s) and margin of awareness at any one point in time. Thematic field(s), in particular, are seen as providing a structure of relevance surrounding the theme (or object of learning), with key pedagogical implications. Although currently underutilised in phenomenographic research, this perspective highlights the learning context as something that is personally experienced by students, rather than objectively describable, with structural layers that need to be taken into account when considering learning in context.