Driver et al (1994) argue with Millar that ³particular views of learning do not
necessarily entail specific pedagogical practices² (p5). Therefore it is consistent
with their argument that their focus on pedagogocal praxis is grounded on social cultural
perspectives rather than constructivism.
In addition to this, Driver et al raise the issue of the ³what² aspect of learning.
They find it is necessary to consider the nature of knowledge and their understanding is that ³scientific knowledge is socially constructed, validated, and communicated² (p11). Their examples within the article deal with the processes of learning. They describe learning as a ³process of enculturation rather than discovery² (p11). From this follows that the variation is found between different scientific domains and levels. They do not appear to be interested in the description of the different ways of experiencing the ³what² aspect of learning. They are describing the ³how² aspect.
Cobb alternatively uses both perspectives complementary where one perspective constitutes the background which the other comes to the fore in a figure background manner (Marton and Booth). There is a variation in perspective and Cobb uses this variation to see what it has to offer relative to the problem or issues at hand. The variation is used in an instrumental way in contrast to the phenomenographic approach where the desciption of this variation should be the focus.
Commenting on Bereiter we see the different worlds as constructs in the one and only world studied in phenomenography.
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