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Article: Learning theory as teaching resource: Enhancing students' understanding of economic concepts

TitleLearning theory as teaching resource: Enhancing students' understanding of economic concepts
Authors
KeywordsDesign experiment
Economics teaching and learning
Instruction
Learning study
Lesson study
Phenomenography
Student learning
Variation theory
Issue Date2005
PublisherSpringer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=0020-4277
Citation
Instructional Science, 2005, v. 33 n. 2, p. 159-191 How to Cite?
AbstractA group of experienced secondary school teachers used a novel learning theory as a resource for planning and carrying out their teaching of a difficult economic concept. Their students' mastery of this concept after a series of three lessons was compared with the mastery of the same concept by students who were taught by another group of teachers under the same conditions except for the use of the theory. The difference in learning outcomes was extreme. Observations of what was happening in the classrooms showed subtle but decisive differences correlated with the differences in outcome. These differences were interpreted in terms of the theory used by the first group and the results seem to give support to the theoretical claim that for any specific object of learning there is a necessary pattern of variation and invariance that the learners must experience in order to appropriate the object of learning in question and thus by bringing out that pattern in the learning situation the likelihood of that object of learning being appropriated is enhanced. Furthermore this study shows how the understanding of the simultaneous change in the supply of and the demand for a certain good affects its market price can be brought about in a powerful way. © Springer 2005.
Persistent Identifierhttp://hdl.handle.net/10722/85072
ISSN
2015 Impact Factor: 1.462
2015 SCImago Journal Rankings: 1.418
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorPang, MFen_HK
dc.contributor.authorMarton, Fen_HK
dc.date.accessioned2010-09-06T09:00:31Z-
dc.date.available2010-09-06T09:00:31Z-
dc.date.issued2005en_HK
dc.identifier.citationInstructional Science, 2005, v. 33 n. 2, p. 159-191en_HK
dc.identifier.issn0020-4277en_HK
dc.identifier.urihttp://hdl.handle.net/10722/85072-
dc.description.abstractA group of experienced secondary school teachers used a novel learning theory as a resource for planning and carrying out their teaching of a difficult economic concept. Their students' mastery of this concept after a series of three lessons was compared with the mastery of the same concept by students who were taught by another group of teachers under the same conditions except for the use of the theory. The difference in learning outcomes was extreme. Observations of what was happening in the classrooms showed subtle but decisive differences correlated with the differences in outcome. These differences were interpreted in terms of the theory used by the first group and the results seem to give support to the theoretical claim that for any specific object of learning there is a necessary pattern of variation and invariance that the learners must experience in order to appropriate the object of learning in question and thus by bringing out that pattern in the learning situation the likelihood of that object of learning being appropriated is enhanced. Furthermore this study shows how the understanding of the simultaneous change in the supply of and the demand for a certain good affects its market price can be brought about in a powerful way. © Springer 2005.en_HK
dc.languageengen_HK
dc.publisherSpringer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=0020-4277en_HK
dc.relation.ispartofInstructional Scienceen_HK
dc.subjectDesign experimenten_HK
dc.subjectEconomics teaching and learningen_HK
dc.subjectInstructionen_HK
dc.subjectLearning studyen_HK
dc.subjectLesson studyen_HK
dc.subjectPhenomenographyen_HK
dc.subjectStudent learningen_HK
dc.subjectVariation theoryen_HK
dc.titleLearning theory as teaching resource: Enhancing students' understanding of economic conceptsen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0020-4277&volume=33&issue=2&spage=159&epage=191&date=2005&atitle=Learning+Theory+as+Teaching+Resource:+Enhancing+Students%27+Understanding+of+Economic+Conceptsen_HK
dc.identifier.emailPang, MF: pangmf@hkucc.hku.hken_HK
dc.identifier.authorityPang, MF=rp00946en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1007/s11251-005-2811-0en_HK
dc.identifier.scopuseid_2-s2.0-17444395618en_HK
dc.identifier.hkuros102930en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-17444395618&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume33en_HK
dc.identifier.issue2en_HK
dc.identifier.spage159en_HK
dc.identifier.epage191en_HK
dc.identifier.isiWOS:000228257900004-
dc.publisher.placeNetherlandsen_HK
dc.identifier.scopusauthoridPang, MF=8333263400en_HK
dc.identifier.scopusauthoridMarton, F=6603929563en_HK
dc.identifier.citeulike160735-

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