Variation theory: contrast, generalization, and fusion as necessary conditions for discerning aspects of an object of learning¶

Theory · All theories
Evidence · 3 claims (3 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 3 claims rest on one study

Description¶

Variation theory holds that learning occurs when a learner discerns aspects of an object of learning previously unnoticed, and that discernment requires variation against invariance. The article explains that "a learner has to be aware of the differences between at least two features to be able to discern them," that generalization keeps the focal aspect invariant while varying others, and that fusion involves "simultaneous variation in all relevant aspects." The authors argue Montessori's concept of isolation of quality aligns fully with this theory.

Design Implications¶

Context¶

Requirements¶

• Teaching must organize systematic variation and invariance so the focal aspect is the one that varies while other aspects are kept invariant by design of the material.

Constraints¶

• Generalization must always be preceded by contrast, according to the theory as presented in the article.

Target Learners¶

• 7- and 8-year-old children in Montessori elementary classrooms

Target Learning Objectives¶

• Discerning defining aspects of geometric shapes and solids, such as shape, corners, sides, and parallelism

Claims¶

• Variation Embodiment Awareness Promotes Constructive Teaching Montessori [+M]
• In the owl game, being shown the solids and working with pictures and labels did not help two boys distinguish solids; body-based experience with contrastive guidance was needed [+M]
• Reducing the number of children in a presentation and letting them describe similarities and differences made children's knowledge visible to the teacher [+M]

Related Theories¶

Examples¶

• Design children's independent follow-up tasks so they describe what distinguishes each shape, making their reasoning visible to the teacher

Key Sources¶

• Ahlquist, E.-M. T., & Gynther, P. (2020). Teaching in the Montessori Classroom: Investigating Variation Theory and Embodiment as a Foundation of Teachers' Development. Journal of Montessori Research, 6(1). https://journals.ku.dk/jmr. doi:10.17161/jomr.v6i1.12051