<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Thomas (Tom) Edwin  Buabeng Assan</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EXPLORING LEARNER UNDERSTANDING OF ECONOMIC AND MANAGEMENT SCIENCES’ (EMS) CONCEPTS THROUGH VARIATION OF LEARNING THEORY: CLASSROOM EXPERIENCES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">object of learning</style></keyword><keyword><style  face="normal" font="default" size="100%">outcome space</style></keyword><keyword><style  face="normal" font="default" size="100%">variation of learning</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">May/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/457-1405178324.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">29</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This paper addresses one of the fundamental issues in learning and the strategy for enhancing learning within the context of outcomes-based education. The paper argues that the Theory of Variation (ToV), within the phenomenographic paradigm, could be used as a classroom resource to enhance learning particularly in Economic and Management Sciences’ (EMS) education. The article discusses the results of how the understanding of value/price determination of the South African currency (the Rand) among grade 9 (15-16 year olds) was enhanced using the variation theory of learning approach within the phenomenographic studies as a classroom resource. The notions of conceptions, outcome space and object of learning, are found to be key aspects in ToV as a classroom resource. Using these notions, the article analyses the effect of ToV integration into EMS classroom learning activities. It also argues that the use of ToV as learning support strategy significantly enhanced the quality of learning. ToV approach could, therefore, supplement the simplistic outcomes-based learning schemes that overly simplify the outcomes and products of learning and which have received much criticism of late in South Africa.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">7-21</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Thomas E.B. Assan</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EDUCATORS’ CLASSROOM EXPERIENCES WITH VARIATION OF LEARNING THEORY</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">outcome space</style></keyword><keyword><style  face="normal" font="default" size="100%">phenomenography</style></keyword><keyword><style  face="normal" font="default" size="100%">variation theory of learning</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1399915600.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">18</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Classroom practitioners are expected to facilitate effective learning under the outcome-based education in South Africa. During this facilitation process, educators are required to become more resourceful in terms of their learning and teaching strategies. This article is based on a case study within the phenomenographic paradigm, of grade nine educators and learners in four schools in the North West Province of South Africa, on specific economics topic relating to the understanding of the value or price determination of the South Africa Rand on the foreign exchange market. The article is divided into three parts. Firstly, the concepts of phenomenography and variation theory of learning are explored and constituted as the conceptual framework for the study. The second part deals with educators’ experiences with the variation theory as a classroom resource for learning. The last section of the article deals with the impact of educators’ classroom experiences with the variation theory on learners’ quantitative and qualitative learning outcomes. The results showed an improvement in the learners’ understanding of the economics topic studied. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">8-20</style></section></record></records></xml>