Literaturnachweis - Detailanzeige
Autor/inn/en | Parker, Walter; Mosborg, Susan; Bransford, John; Vye, Nancy; Wilkerson, John; Abbott, Robert |
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Titel | Rethinking advanced high school coursework. Tackling the depth/breadth tension in the AP US Government and Politics course. |
Quelle | In: Journal of curriculum studies, 43 (2011) 4, S. 533-559Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | online; gedruckt; Zeitschriftenaufsatz |
ISSN | 0022-0272; 1366-5839 |
DOI | 10.1080/00220272.2011.584561 |
Schlagwörter | Pädagogik; High School; Lernen; Curriculum; Projekt; Politik; Regierung; Innovation; USA |
Abstract | This paper reports a design experiment that attempted to strike a balance between coverage and learning in an exam-oriented, college-preparatory, high school course-Advanced Placement (AP) US Government and Politics. Theoretically, the study provides a conceptual framework for penetrating the depth/breadth tension in such courses, which are known for coverage and perhaps 'rigour', but lag behind contemporary research on how people learn and what learning is. Methodologically, the paper details a mixed-methods study of an alternative approach to AP coursework, conducted with 314 students across three high schools. First-year findings indicate that a course of semi-repetitive, content-rich project cycles can lead to same or higher scores on the AP exam along with deeper conceptual learning, but that attention is needed to a collateral problem: orienting students to a new kind of coursework. |
Erfasst von | IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel |
Update | 2013/1 |