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Beyond Lesson Studies and Design Experiments: Using theoretical tools in practice and finding out how they work

Author

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  • Ming Fai Pang

    (The University of Hong Kong)

  • Cedric Linder
  • Duncan Fraser

Abstract

This paper aims to illustrate how fruitful insights into the link between school teaching practice and student learning outcomes can be theoretically grounded by the variation theory from the field of phenomenography; and from this framework demonstrate how a 'pedagogy of awareness' can be implemented in the classroom. In this study, five teachers and 162 students at Primary Four level of school education in Hong Kong participated and the practice of the 'learning study' was adopted. By comparing the results of pre- and posttests, a significant gain was observed in the students learning outcomes.

Suggested Citation

  • Ming Fai Pang & Cedric Linder & Duncan Fraser, 2006. "Beyond Lesson Studies and Design Experiments: Using theoretical tools in practice and finding out how they work," International Review of Economic Education, Economics Network, University of Bristol, vol. 5(1), pages 28-45.
    • Handle: RePEc:che:ireepp:v:5:y:2006:i:1:p:28-45
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    File URL: https://www.economicsnetwork.ac.uk/iree/v5n1/pang.pdf
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    References listed on IDEAS

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    1. Charles A. Holt, 1999. "Teaching Economics with Classroom Experiments: A Symposium," Southern Economic Journal, John Wiley & Sons, vol. 65(3), pages 603-610, January.
    2. William E. Becker, 2004. "Economics for a Higher Education," International Review of Economic Education, Economics Network, University of Bristol, vol. 3(1), pages 52-62.
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    Cited by:

    1. Löw Beer, David, 2018. "Teaching and Learning Ecosystem Assessment and Valuation," Ecological Economics, Elsevier, vol. 146(C), pages 425-434.

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