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The concept of matter, especially its particulate nature, is acknowledged as being one of the key concept areas in learning science. Within the framework of learning studies and variation theory, and with results from science education research as a starting point, six lower secondary school science teachers tried to enhance students' learning by exploring what must be learnt in order to understand the concept in specific way. It was found that variation theory was a useful guiding principle when teachers are engaged in pedagogical design, analysis of lessons, and evaluation of students learning, as well as a valuable tool for adapting research results into practice.

Purpose The purpose of this paper is to add to the discussion about practitioner research in schools – by addressing mechanisms and systematic strategies based on theory in a research model, which enables the creation of knowledge products that enhance student learning and are sharable between teachers. Design/methodology/approach The research question is the following: Can a specific form of teachers’ research produce practice-based knowledge relevant beyond the borders of the local school context? This question is addressed through empirical examples from previously published papers on learning studies in natural sciences, mathematics and language. Findings This paper promotes the view that teachers in learning studies can create practical public knowledge relevant beyond their local context. The authors suggest that learning studies and variation theory can offer teachers mechanisms to create such public knowledge. Originality/value The paper proposes that teachers’ collaboration in professional learning communities, as in a learning study, not only has the capacity to increase students’ and teachers’ learning, but it can also be used to create practical public knowledge.

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