Towards a science of the art of teaching

Purpose – One important contribution of variation theory to learning study is that it brings the focus of the learning study sharply on the object of learning and provides a theoretical grounding to understand some of the necessary conditions of learning. The purpose of this paper is to argue that v...

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Bibliographic Details
Published in:International journal for lesson and learning studies 2011-11, Vol.1 (1), p.7-22
Main Authors: Lo, Mun Ling, Marton, Ference
Format: Article
Language:English
Subjects:
Classroom Communication
Curricula
Educational theory
Instructional design
Intellectual Disciplines
Japanese language
Learning
Learning Theories
Lesson Plans
Low Achievement
Males
National Curriculum
Pedagogy
Quality of education
Researchers
Student Improvement
Students
Teacher Researchers
Teachers
Teaching
Teaching Methods
Theory
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Summary:Purpose – One important contribution of variation theory to learning study is that it brings the focus of the learning study sharply on the object of learning and provides a theoretical grounding to understand some of the necessary conditions of learning. The purpose of this paper is to argue that variation theory can serve as a guiding principle of pedagogical design.Design/methodology/approach – Data from two case studies are used to support the argument.Findings – This paper shows that variation theory is indeed a guiding principle; what the teacher is supposed to do in the classroom does not follow mechanically, as exemplified by two learning study cases. The first example shows that the principles of variation theory imply what features of the object of learning has to be invariant and what should vary in the students' experience. However, this is a necessary but not sufficient condition for learning. The second example shows also that even if one is aware of the pattern of variation and invariance needed, still it might take quite a bit of ingenuity to bring it about.Originality/value – Teachers need a sound theory to help them make wise decisions about teaching. Variation theory provides a theoretical grounding to understand some of the necessary conditions of learning, so that wise pedagogical decisions can be made. This paper contributes to a deeper understanding of variation theory and its application in practice. Furthermore, the paper also shows that while a learning theory enhances the quality of a lesson study, a lesson study can also provide a platform for the testing and application of a learning theory.
ISSN:2046-8253
2046-8261
DOI:10.1108/20468251211179678