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ERIC Number: EJ1094548
Record Type: Journal
Publication Date: 2016
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0031-3831
Variation Theory of Learning and Developmental Pedagogy: Two Context-Related Models of Learning Grounded in Phenomenography
Pramling Samuelsson, Ingrid; Pramling, Niklas
Scandinavian Journal of Educational Research, v60 n3 p286-295 2016
Honoring the variation theory principle that meaning springs from differences, in this article we will show how two different strands of theorizing emerging from the mutual base of phenomenography have developed into developmental pedagogy and variation theory, respectively. Through looking at texts from these two strands, we will illustrate how they differ from (and are similar to) one another and argue that these differences can be explained through their different institutional embeddedness in preschool and school, respectively. The discussion will emphasize the important complementary contributions of both strands of theorizing.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A