Literaturnachweis - Detailanzeige
| Autor/in | Xu, Lihua |
|---|---|
| Titel | Relating Teaching and Learning of Science through the Lens of Variation Theory |
| Quelle | In: Scandinavian Journal of Educational Research, 63 (2019) 1, S.145-162 (18 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Xu, Lihua) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0031-3831 |
| DOI | 10.1080/00313831.2017.1357143 |
| Schlagwörter | Teaching Methods; Learning Processes; Correlation; Case Studies; Secondary School Students; Science Education; Learning Theories; Grade 7; Foreign Countries; Classroom Communication; Classroom Research; Scientific Concepts; Australia |
| Abstract | 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. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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