The use of Variation Theory to Promote Conceptual Change

Abstract: Previously, researchers believed that addressing students’ alternative conceptions (commonly labelled as ‘misconceptions’), only served to waste valuable class time and complicate teachers’ intended learning outcomes. More recently, educators have come to appreciate that students’ prior knowledge can act as a significant barrier to learning, especially if misconceptions go unresolved. Some researchers have suggested that the purposeful introduction of information that conflicts directly with students’ prior knowledge is the best way to promote conceptual change. Unfortunately, no theory of learning clearly supported the use of conceptual conflict in the classroom until the development of Variation Theory at the turn of the 21st century. Here, I use Variation Theory to support the use of conceptual conflict and provide a pedagogical framework for using conceptual conflict to drive conceptual change. I also demonstrate how extending Variation Theory to include ‘unifying aspects’ provides a practical method for applying the theory to complex conceptual models.