Analysing a seamless inquiry science lesson design and implementation through the lens of variation theory
This paper demonstrated how the variation of instructional practices in teaching were critical in facilitating Primary 4 students in Singapore to carry out seamless inquiry science learning to facilitate the students attain deeper scientific knowledge.The study adopted the Objects of Learning Model in variation theory to improve the teaching and learning process.The model was premised on three aspects of variation: intended,enacted and lived object of learning.In planning the lesson,a conscious effort was made to create relevant patterns of variation,i.e.,varying certain critical aspect(s)while keeping other aspects of the object of learning invariant in order to help students to discern those aspects.The findings contribute knowledge to how the Theory of Variation can be used in analysing seamless teaching practice.
variation theory object of learning critical aspect seamless learning teachers' professional development
Xin Pei Voon Lung-Hsiang Wong Chee-Kit Looi
National Institute of Education,Nanyang Technological University,Singapore
国内会议
武汉
英文
108-115
2019-05-23（万方平台首次上网日期，不代表论文的发表时间）