Literaturnachweis - Detailanzeige
| Autor/in | Rogan, John M. |
|---|---|
| Titel | How much curriculum change is appropriate? Defining a zone of feasible innovation. |
| Quelle | In: Science education, 91 (2007) 3, S. 439-460Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0036-8326 |
| Schlagwörter | Schulentwicklung; Lehrer; Curriculum; Curriculumentwicklung; Unterricht; Kontext; Naturwissenschaften; Physikunterricht; Professionalisierung; Innovation; Professionalität; Änderung |
| Abstract | The article grapples with the question of how much curriculum change is appropriate in a given context and in a given time frame. How can a balance be struck between stagnation, on the one hand, and the promotion of unrealistic innovation on the other? In answer to this dilemma, the concept of a zone of feasible innovation (ZFI) is proposed and explored, drawing on the literature of school development, teacher professional development, and of developmental psychology, the work of Vygotsky in particular. A series of procedures are suggested to help define the nature and scope of a ZFI in any given situation. Finally, vignettes from case studies of innovation in science education are evoked to provide real-life counterpoints to the theoretical constructs of the literature. © 2006 Wiley Periodicals, Inc. |
| Erfasst von | Arbeitsgruppe Didaktik der Physik, Universität Kassel |
| Update | 2009/1 |
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