Relating Teaching and Learning of Science Through the Lens of Variation Theory

The relationship between teaching and learning is a most central issue in education research, but it is yet to be fully understood. Variation Theory provides an explanatory account for teaching and learning and offers a specific view on what it means to learn: to discriminate and to discern critical...

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Bibliographic Details
Published inScandinavian journal of educational research Vol. 63; no. 1; pp. 145 - 162
Main Author Xu, Lihua
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 02.01.2019
Taylor & Francis Ltd
Subjects
Case Studies
Classroom Communication
Classroom Research
Correlation
Foreign Countries
Grade 7
Learning
Learning Processes
Learning Theories
phenomenography
Science Education
Science learning
Scientific Concepts
Secondary School Students
Teaching
Teaching Methods
variation theory
Australia
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Summary:The relationship between teaching and learning is a most central issue in education research, but it is yet to be fully understood. Variation Theory provides an explanatory account for teaching and learning and offers a specific view on what it means to learn: to discriminate and to discern critical aspects of the object of learning. This paper explores the use of Variation Theory in a case study of two lessons on density in a secondary science classroom. By explicating what was made possible to learn and what was learned this study demonstrates potentials and limitations offered by Variation Theory in enabling a better understanding of the teaching learning relationship.
ISSN:0031-3831
1470-1170
DOI:10.1080/00313831.2017.1357143