Variation Theory: Another Perspective on Learning
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Abstract
This article presents a concept of variation theory, which is rooted from a research tradition called phenomenography. This theory explains learning with a perspective different from constructivism, which has currently been a main framework for educational reform in Thailand. In a perspective of variation theory, the only word “learning” has no meaning. Learning must be learning of something (e.g., concept, phenomenon, or relationship) or generally called “object of learning.” Whereas learning in a constructivist perspective is a change on the learner’s cognitive structure, learning in a perspective of variation theory is a change in the relationship between the learner and the object of learning. In doing so, the learner has to develop an ability to discern critical aspects of the object of learning. Discerning any critical aspect can be possible when the learner encounters variation in that a critical aspect varies among invariance of other aspects. Once the learner sees all critical aspects simultaneously, he or she will have opportunity to consider relationship among those critical aspects, and then fully understand the object of learning. This article discusses further that the variation theory is not contradict to constructivism but provides another perspective on learning.
Article Details
หากผู้เสนอบทความมีความจำเป็นเร่งด่วนในการตีพิมพ์โปรดส่งลงตีพิมพ์ในวารสารฉบับอื่นแทน โดยกองบรรณาธิการจะไม่รับบทความหากผู้เสนอบทความไม่ปฏิบัติตามเงื่อนไขและขั้นตอนที่กำหนดอย่างเคร่งครัด ข้อมูลของเนื้อหาในบทความถือเป็นลิขสิทธิ์ของ Journal of Inclusive and Innovative Education คณะศึกษาศาสตร์ มหาวิทยาลัยเชียงใหม่
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