The constructivist paradigm opens abundant opportunities for effective knowledge construction in which student build knowledge and continually evaluated and improved their knowledge. The teaching mode under constructivist pedagogy redefines the role of students and the teachers and their interrelationships by creating a nurturing environment. By adapting constructivist framework, this article demonstrates how the variation of learning practices was critical in facilitating Primary 4 students in Singapore to carry out seamless science learning. The variation of learning practices enables the students to explore a particular scientific concept through various learning experience across the contexts. The study adapted the framework of the Objects of Constructivist Learning Model for the improvement of the seamless science learning design. When redesigning the lesson, a conscious effort was made by the teacher to create relevant patterns of variation, that is, varying certain critical aspect(s) while keeping other aspects of the object of learning invariant in order to help students discern those critical aspects. The findings contribute knowledge to how the Theory of Variation can be used in analyzing seamless learning as well as designing for constructivist learning experiences. The findings have also demonstrated that the complementary practice of constructivist pedagogy with variation theory as a viable and effective approach in seamless science learning, at which it deepened students' understanding through constructing the critical aspects of a phenomenon. Engagement with primary school students in experiencing the variations allowed the translation of theory into practice.

中文翻译：

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丰富和提升科学学习中的建构主义知变理论课程设计：无缝学习设计案例研究

建构主义范式为有效的知识构建打开了广阔的机会，在这种有效的知识构建中，学生可以建立知识并不断评估和提高其知识。建构主义教学法下的教学模式通过营造育人环境，重新定义了学生和教师的角色及其相互关系。通过适应建构主义的框架，本文证明了学习实践的变化对于促进新加坡小四学生进行无缝科学学习至关重要。学习方法的变化使学生能够通过跨上下文的各种学习经验来探索特定的科学概念。该研究采用了建构主义学习模型的对象框架来改进无缝科学学习设计。在重新设计课程时，老师做出了有意识的努力，以创建相关的变化模式，即改变某些关键方面，同时保持学习对象的其他方面不变，以帮助学生辨别那些关键方面。这些发现为如何将变异理论用于分析无缝学习以及设计建构主义学习经验提供了知识。研究结果还表明，建构主义教学法与变异理论的互补实践是无缝科学学习中可行和有效的方法，通过构建现象的关键方面加深了学生的理解。与小学生一起体验变化可以将理论转化为实践。