Comparing variation theory with Piaget’s theory of cognitive development: more similarities than differences?

Hanfstingl, Barbara; Benke, Gertraud; Zhang, Yuefeng Ellen

doi:10.1080/09650792.2018.1564687

Cited by 23 publications

(21 citation statements)

References 12 publications

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“…Students no longer compare and imagine mathematical conditions that have never been seen or felt, but can apply according to the local context that occurs. The results of this study are in line with Piaget's learning theory which states that the basic principles of a person's knowledge will change and adapt to the surrounding reality [29].…”

Section: Mathematical Communication Skillssupporting

confidence: 86%

Realistic mathematics education: Mathematical reasoning and communication skills in rural contexts

Palinussa

Molle

Gaspersz

2021

IJERE

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Mathematics learning has always been a problem in the world of education in Indonesia especially in the Province of Maluku, which is a thousand island area. The geographical position of Maluku, which is an area of the archipelago, is quite extensive, affecting the quality of students in mathematics. One approach that is recommended to overcome mathematical problems of rural island-based students is realistic mathematics education (RME). The purpose of this study was to analyze the effect of RME on mathematical reasoning and communication skills in a rural context. The research design used was quasi experiment. The sample size was 130 students from several junior high schools in Central Maluku Regency. The instrument developed was in the form of problem descriptions to measure students' mathematical reasoning and communication skills. The findings prove that RME has a significant influence on students' mathematical reasoning and communication skills. Thus, RME can be recommended in improving students' mathematical reasoning and communication skills in the island-based rural context.

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Section: Mathematical Communication Skillssupporting

confidence: 86%

Realistic mathematics education: Mathematical reasoning and communication skills in rural contexts

Palinussa

Molle

Gaspersz

2021

IJERE

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“…According to cognitive learning theory, we process information when we learn (Hanfstingl, Benke, & Zhang, 2019). It implies that the learner is an active participant in the process, bringing their skills, knowledge, memories, and pertinent information from previous experiences to the table.…”

Section: Thematic Teachingmentioning

confidence: 99%

“…According to CNS West's research, the human brain can hold the equivalent of 2.5 million terabytes of digital memory, including memories, experiences, knowledge, and other data processed by the brain. It proves that the student's ability usually falls on short-term memory knowledge needed for the current academic year (Hanfstingl, Benke, & Zhang, 2019). Lessons and lectures from the previous academic year were forgotten and did not integrate into learning new topics in the current year (Panoy, 2017).…”

Section: Introductionmentioning

confidence: 99%

Online Integrative Teaching Strategies: Thematic and Focus Inquiry for Improved Science Process Skills

Sarmiento-Reyes

Aliazas

2021

IJSTEM

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The education system has recently been shattered by an unprecedented health crisis, which has affected its very foundation and caused it to collapse. Likewise, education is the only industry that has completely transitioned to an online modality in most countries, and it is the only one that has done so thoroughly. The current condition necessitates further investigation into students' online learning experiences, which may be the most beneficial alternative for continuing education experiences throughout the COVID-19 pandemic. This study sought to determine the effectiveness of two online integrative teaching strategies (focusing inquiry teaching strategy and the thematic teaching strategy) on students' integrated science process skills (interpreting data, defining, hypothesizing and experimenting skills). An experimental research design included two integrative sections, containing thirty (30) students each, taking up Earth and Life Science subjects from Santisimo Rosario Integrated High School. The first section was exposed to the thematic teaching strategy while the second to the focusing inquiry teaching strategy. The integrated science process skills of the learners were measured through a validated researcher-made assessment tool. The findings revealed that there had been an improvement in the integrated science process skills of the students after being exposed to OITS. Likewise, significant differences exist in the respondents' pretest and post-test scores exposed to OITS (focusing inquiry teaching strategy and thematic teaching strategy). Furthermore, ISPS among the two groups show no significant differences in the post-test scores. The findings of this study may aid in the development of a modified programs that is more appropriate for students who are adjusting to the new normal.

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“…LS and variation theory especially seem to focus teachers’ attention on students’ learning needs and on the critical elements of the learning content (see also Table 2 in Hanfstingl et al , 2018; Ko, 2018). Variation theory encourages teachers to look at students’ learning in a structured and theory-based way (Hanfstingl et al , 2019; Lo and Marton, 2011; Marton and Pang, 2008). Recently, Marton et al (2019) have highlighted the characteristics of variation theory in the context of educational objectives and have called for variation theory to be used to focus more on the learning content itself.…”

Section: Final Reflection and Conclusionmentioning

confidence: 99%

“…Intuitivity means that variation theory takes into account theories based on natural and perhaps even innate processes, such as Jean Piaget’s approach to cognitive development. Recently, Hanfstingl et al (2019) provided a comparison between variation theory and Piaget’s theory.…”

Section: Final Reflection and Conclusionmentioning

confidence: 99%

A first time lesson study that turned into a learning study

Klammer¹,

Hanfstingl

2019

IJLLS

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Purpose The purpose of this paper is to present an implemented lesson study (LS) in English as a second language course for 11-year-old students in the fifth grade. The aim of the research lesson was to learn how to describe a person systematically. Design/methodology/approach Two LS cycles in two different classes were conducted and evaluated using systematic observation, case student interviews and student feedback. The data were analysed by the involved teacher team and the mentor. Findings The study shows that and how LS and variation theory promotes theory-based lesson preparation and postprocessing as well as team orientation among teachers without LS experience. Second, the lesson data show how elements of variation theory lead to a significant improvement in student learning activity. Originality/value This paper provides insights how teachers apply a first time LS and variation theory and how this effects student learning positively.

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Comparing variation theory with Piaget’s theory of cognitive development: more similarities than differences?

Cited by 23 publications

References 12 publications

Realistic mathematics education: Mathematical reasoning and communication skills in rural contexts

Realistic mathematics education: Mathematical reasoning and communication skills in rural contexts

Online Integrative Teaching Strategies: Thematic and Focus Inquiry for Improved Science Process Skills

A first time lesson study that turned into a learning study

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