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Exploring learners' understanding of economics through the variation theory: Classroom experiences
PROCEEDINGS

, North West University, South Africa

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Vancouver, Canada ISBN 978-1-880094-76-1 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

There has been a shift from the use of the term ‘teaching and learning’ to ‘learning and teaching’ because of the change in the relationship between educators and learners and the manner in which teaching and learning and its assessment is transacted (Jephcote and Abbot, 2005). This article is based on exploratory study on the use of phenomenographic approach to establish the different ways of experiencing the determination of Rand price on the foreign exchange market. The theme forms part of one of the learning outcomes for grade nine Economics and Management Sciences (EMS)learning area in South Africa. The paper is divided into two parts. Firstly the perspective of variation theory is analysed as background literature in relation to study done. Secondly, a practical analysis of the learning outcome using the variation approach in a classroom activity is provided. The argument in this paper therefore, is that variation approach could expand the repertoire of pedagogy in learning centres including teacher education training.

Citation

Assan, T. (2009). Exploring learners' understanding of economics through the variation theory: Classroom experiences. In T. Bastiaens, J. Dron & C. Xin (Eds.), Proceedings of E-Learn 2009--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 62-72). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved March 24, 2019 from .

Slides