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Article: Meanings Are Acquired From Experiencing Differences Against A Background Of Sameness, Rather Than From Experiencing Sameness Against A Background Of Difference: Putting A Conjecture To The Test By Embedding It In A Pedagogical Tool

TitleMeanings Are Acquired From Experiencing Differences Against A Background Of Sameness, Rather Than From Experiencing Sameness Against A Background Of Difference: Putting A Conjecture To The Test By Embedding It In A Pedagogical Tool
Authors
KeywordsVariation theory
Discernment
Critical experiment
Issue Date2013
PublisherEuropean Association for Research on Learning and Instruction. The Journal's web site is located at http://journals.sfu.ca/flr/index.php/journal
Citation
Frontline Learning Research, 2013, v. 1 n. 1, p. 24-41 How to Cite?
AbstractIn helping learners to make a novel meaning their own, such as when helping children to understand what a word means or teaching students a new concept in school, we frequently point to examples that share the aimed-at meaning but differ otherwise. This type of approach rests on the assumption that novel meanings can be acquired through the experience of sameness against a background of difference. This paper argues that this assumption is unfounded and that the opposite is the case: we make novel meanings our own through the experience of differences against a background of sameness. We put this conjecture to the test in an experimental study by embedding it in a computer game and the results support the conjecture.
Persistent Identifierhttp://hdl.handle.net/10722/203481
ISSN

 

DC FieldValueLanguage
dc.contributor.authorMarton, Fen_US
dc.contributor.authorPang, MFen_US
dc.date.accessioned2014-09-19T15:16:53Z-
dc.date.available2014-09-19T15:16:53Z-
dc.date.issued2013en_US
dc.identifier.citationFrontline Learning Research, 2013, v. 1 n. 1, p. 24-41en_US
dc.identifier.issn2295-3159-
dc.identifier.urihttp://hdl.handle.net/10722/203481-
dc.description.abstractIn helping learners to make a novel meaning their own, such as when helping children to understand what a word means or teaching students a new concept in school, we frequently point to examples that share the aimed-at meaning but differ otherwise. This type of approach rests on the assumption that novel meanings can be acquired through the experience of sameness against a background of difference. This paper argues that this assumption is unfounded and that the opposite is the case: we make novel meanings our own through the experience of differences against a background of sameness. We put this conjecture to the test in an experimental study by embedding it in a computer game and the results support the conjecture.-
dc.languageengen_US
dc.publisherEuropean Association for Research on Learning and Instruction. The Journal's web site is located at http://journals.sfu.ca/flr/index.php/journalen_US
dc.relation.ispartofFrontline Learning Researchen_US
dc.subjectVariation theory-
dc.subjectDiscernment-
dc.subjectCritical experiment-
dc.titleMeanings Are Acquired From Experiencing Differences Against A Background Of Sameness, Rather Than From Experiencing Sameness Against A Background Of Difference: Putting A Conjecture To The Test By Embedding It In A Pedagogical Toolen_US
dc.typeArticleen_US
dc.identifier.emailPang, MF: pangmf@hkucc.hku.hken_US
dc.identifier.authorityPang, MF=rp00946en_US
dc.description.naturelink_to_OA_fulltext-
dc.identifier.doi10.14786/flr.v1i1.16-
dc.identifier.hkuros238888en_US
dc.identifier.volume1en_US
dc.identifier.issue1-
dc.identifier.spage24en_US
dc.identifier.epage41en_US
dc.publisher.placeBelgium-

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