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Higher Education Science and Engineering: Generating Interaction with the Variation Perspective on Learning
Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. (Physics Education Research, Fysikens didaktik)
University of Cape Town.
2009 (English)In: Education as Change, ISSN 1682-3206, Vol. 13, no 2, 277-291 p.Article in journal (Refereed) Published
Abstract [en]

Contemporary learning research and development that is embedded in primary and secondary schooling is increasingly acknowledging the significance of the phenomenographic-based variation perspective on teaching-learning interaction, which characterises the essence of enhancing the possibility of learning. In higher education circles, however this variation perspective has so for had relatively little exploration described in the literature. Two studies that have explored the experience of variation in university contexts - one from chemical engineering (distillation), and one from introductory physics (Newton's third law) - are summarised to illustrate the nature of the compelling results attained in these contexts, and a third study (of students learning the Bohr model of the atom) is taken up to better illustrate the nature of learning with variation. Explicit use of variation in crafting interactive learning situations clearly opened tip greater possibilities for student learning, and better learning outcomes.

Place, publisher, year, edition, pages
Routledge , 2009. Vol. 13, no 2, 277-291 p.
Keyword [en]
Education research, engineering education, variation
National Category
Natural Sciences Engineering and Technology Pedagogy
Research subject
Physics with specialization in Physics Education
URN: urn:nbn:se:uu:diva-113676DOI: 10.1080/16823200903234802ISI: 000273650600004OAI: oai:DiVA.org:uu-113676DiVA: diva2:291623
Available from: 2010-02-02 Created: 2010-02-02 Last updated: 2011-01-04Bibliographically approved

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