Accounting for the context in phenomenography-variation theory: Evidence of English graduates’ conceptions of price

Abstract

In describing peoples' conceptions of phenomena, most phenomenography/variation theory research does not distinguish between generalised aspects of conceptions and contextualised aspects. This study suggests this approach may have limitations. The concepts of the external and internal horizon are used to provide evidence that graduates' conceptions of price consist of a combination of generalised and contextualised elements, where each horizon can be described in terms of qualitative differences. This way of approaching conceptions allows for a crisp delimitation of a phenomenon from its context, captures their relationship, and is consistent with the principles of phenomenography/variation theory. Findings raise questions about connections between internal and external horizons and the 'correct' way to sequence variation in order to trigger conceptual change.

Constructivism‐informed variation theory lesson designs in enriching and elevating science learning: Case studies of seamless learning design

“…Moreover, recent studies reported positive results of employing variation theory in teaching and learning across disciplinary as well as across K‐12 education levels, for instance improving students' understanding in learning mathematics concepts (Huang, Gong, & Han, 2019; Kullberg, Kempe, & Marton, 2017); financial concepts in Economics and Finance (Pang, 2016); evaluating students' critical thinking (Larsson, 2019). Further, Wright and Osman (2018) proposed a pedagogical framework using variation theory for higher education “in varying disciplinary contexts where it is necessary to make sense of the varying understandings, or the plurality of values and worldviews” (p. 267), for instance, the teaching of knowledge management in business and management subjects (Cheng, 2016); teaching English graduates' conceptions of price (Durden, 2018). From the teaching perspective, Rolandsson, Skogh, and Barbutiu (2017) suggested that using “objects of learning” to bridge the “gap” between the teachers' intentions and instructional practices could deepen the understanding of teacher's thinking.…”

Using Visual Representations to Enhance Students’ Understanding of Causal Relationships in Price

“…Researchers in social psychology (e.g., Leiser & Halachmi, 2006;Thompson & Siegler, 2000) have reported similar categorical differences. Pang and Marton (2003) provided evidence of variation in conceptions of how a given change in price might affect quantity demanded or supplied, and other studies identified price as the decision of an individual producer or as an outcome of market forces (Davies, 2011(Davies, , 2019Durden, 2018). This study focuses on variation in conceptions of causation in pricing, which was identified by Jägerskog et al (2019) as a distinct dimension in conceptions of price.…”

“…of variation of a phenomenon like price in one context but not in another (Durden, 2018;Pong, 1998). Therefore, when using responses to more than one question, the researcher has to decide how to code a student at any one point in time.…”

The construction of frameworks in learners’ thinking: Conceptual change and threshold concepts in economics

“…This can observed in the readiness of students to describe price setting by an individual seller as 'supply' (e.g. Dahlgren, 2005;Marton & Pang, 2008;Durden, 2018). It can also be observed the difficulty that children have in reasoning about the difference between a case where there are many suppliers and a case where there is only one (e.g.…”