Abstract
This paper shows how the patterns of variation created in the teaching were critical in helping a class of Primary 3 students in Hong Kong to learn about the colour of light, so that the students attained conceptual rather than procedural knowledge. A ‘Learning Study’ approach was adopted, which is a Lesson Study grounded in a particular learning theory to improve teaching and learning. This study, based on the learning theory of Variation advanced by Marton and Booth, was premised on three types of variation: variation in students’ ways of experiencing what is to be taught/learnt (V1), variation in teachers’ ways of dealing with the ‘object of learning’ (V2), and the use of ‘pattern of variation’ as a guiding principle of pedagogical design to enhance students’ learning (V3). In planning the lesson, a conscious effort was made to create relevant patterns of variation, i.e. varying certain critical aspect(s) while keeping other aspects of the object of learning invariant in order to help students to discern those aspects. Comparison between the results of the pre- and post-test shows that there was significant gain in the students’ learning outcomes with respect to the intended object of learning. The findings contribute knowledge to how the Theory of Variation can be used in practice. It also illustrates how teachers can make use of this theoretical framework to analyze their own teaching and thereby, develop an analytical awareness of teaching and learning.
Similar content being viewed by others
References
L. Darling-Hammond (2000) ArticleTitleTeacher quality and student achievement: A review of state policy evidence Education Policy Analysis Archives 8 IssueID1 1–49
R.F. Ferguson H.F. Ladd (1996) How and why money matters: An anaylsis of Alabama schools H.F. Ladd (Eds) Holding schools accountable: Performance based reform in education Brookings Institute Washington, DC 265–298
M.L. Lo F. Marton M.F. Pang W.Y. Pong (2004) Towards a pedagogy of learning F. Marton A.B.M. Tsui (Eds) Classroom discourse and the space of learning, Chapter 8 Lawrence Erlbaum New Jersey 12–13
L. P. Ma (1999) Knowing and teaching elementary mathematics: Teachers’ understanding of fundamental mathematics in China and the United States Lawrence Erlbaum Associates Mahwah, New Jersey
Marton, F. (1999). Variatio est mater Studiorum. Opening address delivered to the 8th European Association for Research on Learning and Instruction Biennial Conference, Goteborg, Sweden, August 24–28.
F. Marton (2002) Afterword M.L. Lo W.Y. Pong F. Marton A. Leung P.Y. Ko F.P. Ng M.F. Pang P.P.M. Chik F.S.F. Chan A.N.C. Tang (Eds) Catering for individual differences—building on variation (the first findings) INSTEP, Faculty of Education, The University of Hong Kong Hong Kong 89–91
F. Marton S. Booth (1997) Learning and awareness Lawrence Erlbaum Associates, Publishers Mahwah, New Jersey
F. Marton P. Morris (2002) What matters? Discovering critical conditions of classroom learning Acta Universitatis Gothoburgensis Goteborg
Marton, F. & Tsui, A.B.M. with Chik, p., Po, P.Y., Lo, M.L., Mok, I., Ng, D., Pang, M.F., Pong, W.Y. & Runesson, U. (2004). Classroom discourse and the space of learning. New Jersey: Lawrence Erlbaum.
D. Muijs D. Reynolds (2000) ArticleTitleSchool effectiveness and teacher effectiveness in mathematics: Some preliminary findings from the evaluation of the Mathematics Enhancement Programme (Primary) School Effectiveness and School Improvement 11 IssueID3 273–303 Occurrence Handle10.1076/0924-3453(200009)11:3;1-G;FT273
M.F. Pang (2003) ArticleTitleTwo faces of Variation – On continuity in the phenomenographic movement Scandinavian Journal of Educational Research 47 IssueID2 145–156 Occurrence Handle10.1080/00313830308612
M.F. Pang F. Marton (2003) ArticleTitleBeyond ‘lesson study’ – Comparing two ways of facilitating the grasp of economic concepts Instructional Science 31 IssueID3 175–194 Occurrence Handle10.1023/A:1023280619632
W.Y. Pong P. Morris (2002) Accounting for differences in achievement F. Marton P. Morris (Eds) What matters? Discovering critical conditions of classroom learning Acta Universitatis Gothoburgensis Göteborg 9–18
J.W. Stigler J. Hiebert (1999) The teaching gap The Free Press New York
H. Wenglinsky (2000) How teaching matters: Bringing the classroom back into the discussion about teacher quality Educational Testing Service Princeton, NJ
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Ling, L.M., Chik, P. & Pang, M.F. Patterns of Variation in Teaching the Colour of Light to Primary 3 Students. Instr Sci 34, 1–19 (2006). https://doi.org/10.1007/s11251-005-3348-y
Received:
Accepted:
Issue Date:
DOI: https://doi.org/10.1007/s11251-005-3348-y