Students taught by teachers using variation theory showed extremely better mastery of the supply-and-demand price concept than students taught without the theory¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2005 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? After a series of three lessons, the difference in learning outcomes between students taught with the theory and students taught without it was extreme. → Ming-fai Pang 2005

Evidence¶

Ming-fai Pang 2005¶

Ming-fai Pang, Ference Marton. (2005). Learning Theory as Teaching Resource: Enhancing Students' Understanding of Economic Concepts. Instructional Science. https://doi.org/10.1007/s11251-005-2811-0

q3 · i? · causal · r?

Comparison study: one group of experienced secondary teachers planned and taught three lessons using the theory; a comparison group taught the same concept under the same conditions except for the theory's use. The article states "The difference in learning outcomes was extreme." No effect size is printed.

"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."

Discussion¶

Related Claims¶

• Well-structured collaborative learning is extremely effective, especially for learning concepts and complex problem solving — related
• Learning outcomes are better under conditions of variation consistent with the variation-theory conjecture than under conditions not consistent with it — possibly the same claim (merge candidate)
• Primary four students taught with a variation-theory-designed lesson were far more likely to give a correct, properly explained answer about 'equal shares' in fractions than comparison-group students — related