Comparing Variation Theory with Piaget's Theory of Cognitive Development: More Similarities than Differences?

Autor/inn/en	Hanfstingl, Barbara; Benke, Gertraud; Zhang, Yuefeng
Titel	Comparing Variation Theory with Piaget's Theory of Cognitive Development: More Similarities than Differences?
Quelle	In: Educational Action Research, 27 (2019) 4, S.511-526 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2018.1564687
Schlagwörter	Piagetian Theory; Learning Theories; Cognitive Development; Second Language Instruction; Second Language Learning; English (Second Language); Educational Research; Research Methodology; Learning Processes; Constructivism (Learning); Instructional Effectiveness + Suchen Sie Ihr Suchwort? Learning theory; Lerntheorie; Kognitive Entwicklung; Fremdsprachenunterricht; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Bildungsforschung; Pädagogische Forschung; Research method; Forschungsmethode; Learning process; Lernprozess; Unterrichtserfolg
Abstract	Lo's variation theory is a learning and teaching theory based on Marton's phenomenographic approach and is one of the most important backbones of learning studies. The proponents of variation theory demarcate their approach from constructivist learning approaches, stressing constructivism as philosophical framework, but not as learning theory. At the same time, the phenomenographic approach emphasizes the importance of Piaget's work about the cognitive development, which should be considered when talking about learning and teaching. We argue that -- from a theoretical point of view -- Piaget's theory of how cognitive schemata are developed and how variation theory proposes that learning can be fostered entails many similarities which are not apparent at first glance. We demonstrate the similarities and differences using a teaching example from an English as second language classroom and show the implications for practical instructional work. Finally, we discuss concrete suggestions how variation theory could benefit even more from Piaget's theory. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01