Variation Theory

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Central to understanding phenomenography is appreciating how the findings may apply in teaching. Teaching and learning research to date has found that ways of experiencing something are essential to what learning takes place (Shulman, 1986). Marton & Booth (1997) contend that qualitatively changed ways of experiencing something is the most advanced form of learning. If we can describe learning as coming to experience something in a changed way, we should also acknowledge that experiencing something must require the ability to discern this new way of seeing the experience. Discernment then, is a significant attribute of learning (Runesson, 1999).

In order to discern a difference, however, we must have experienced a variation from our previous experience. To explain simply, if everything in the world was brown, then we would have no concept of what the word “brown” meant, nor what the word “colour” meant either (Bowden & Marton, 1998; Runesson, 1999). Once shown that apart from brown, there is also blue or green, then we have experienced a variation and discerned a difference in what we have previously experienced. Variation then is the primary factor needed for discernment, which will lead to learning (Bowden & Marton, 1998). If at the same time we noticed that the object had a different colour and that it was smaller or larger, or of a different texture, then we have simultaneously discerned other aspects of this experience against possible variations. To discern then, it is necessary to experience the variation (Runesson, 1999).

Variation, therefore, is a primary factor in encouraging student learning, but in order to understand what variations to use in the classroom to encourage student learning, it is first necessary to understand the varying ways of experiencing something, in this case, information searching. Phenomenography aims to uncover the variations in an experience, and describes these variations as a finite set of categories. These categories reveal the space of the variation, or, the varying ways of seeing information searching. Having found the variations, we can use them to identify ways to encourage students to discern another aspect of the information searching experience, an aspect they have previously not discerned. We can structure the learning environment to ensure students experience the variations of the information searching experience. By doing so, we may encourage learning.

For further information on this theory please consult any of the following:

Variation Theory Resources

• Marton, F. (1999, August 24-28, 1999). Variatio est mater studiorum. Paper presented at the 8th European Conference for Research on Learning and Instruction, Advancing Learning Communities In The New Millennium", Göteborg, Sweden.
• Marton, F., & Fai, P. M. (1999, August 24-28, 1999). Two faces of variation. Paper presented at the 8th European Conference for Learning and Instruction, Goteborg, Sweden.
• Runesson, U. (1999, August 24-28, 1999). Teaching as constituting a space of variation. Paper presented at the 8th EARLI Conference, Goteborg, Sweden.

Also quoted above:

• Bowden, J. & Marton, F. (1998). The University of Learning: Beyond Quality and Competence. London: Kogan Page.
• Marton, F. & Booth, S. (1997). Learning and Awareness. Mahwah, N.J.: L. Erlbaum Associates.
• Shulman, L. (1986). Paradigms and research programs in the study of teaching: a contemporary perspective. In M. Wittrock (Ed.), Handbook of Research on Teaching. New York: MacMillan.

Please Note: This material is Copyright to the author and the publishers. Extract Source: Edwards, Sylvia L. (2006) Panning for gold: understanding students information searching experiences. In Transforming IT Education: Promoting a Culture of Excellence. Brisbane: Faculty of Information, QUT.