Literaturnachweis - Detailanzeige
Autor/inn/en | McPhail, Graham; Ormond, Barbara; Siteine, Alexis |
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Titel | Knowledge and the New Zealand curriculum 'refresh'. |
Quelle | In: Journal of curriculum studies, 55 (2023) 5, S. 509-526Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | online; gedruckt; Zeitschriftenaufsatz |
ISSN | 0022-0272; 1366-5839 |
DOI | 10.1080/00220272.2023.2256010 |
Schlagwörter | Fachwissen; Curriculum; Curriculumentwicklung; Lehrplangestaltung; Neuseeland |
Abstract | This paper examines the extent to which there has been a shift towards disciplinary knowledge in recently developed curriculum documents in New Zealand and evaluates whether a new 'Understand, Know, Do' structure for the curriculum has the potential to facilitate coherent design of teaching programmes and 'deep learning'. Using a social realist lens, Bernsteinian theories on knowledge structures and recontextualization, and the principles of a Curriculum Design Coherence Model, the analysis identifies instances of both conceptual coherence and epistemic confusion which raises questions about the underlying principles upon which the curriculum documents are being developed. |
Erfasst von | IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel |
Update | 2024/1 |