Minding the Knowledge Gap: The Importance of Content in Student Learning

Autor/in	Christodoulou, Daisy
Titel	Minding the Knowledge Gap: The Importance of Content in Student Learning
Quelle	In: American Educator, 38 (2013) 1, S.27-33 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0148-432X
Schlagwörter	Stellungnahme; Foreign Countries; Educational Objectives; Teaching Methods; Knowledge Level; Learning; Short Term Memory; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Educational objective; Bildungsziel; Erziehungsziel; Teaching method; Lehrmethode; Unterrichtsmethode; Wissensbasis; Lernen; Kurzzeitgedächtnis; Großbritannien
Abstract	In this article, author Daisy Christodoulou, a former teacher in the United Kingdom, debunks the myth that teaching facts prevents understanding, and she explains why teaching content knowledge is part of the primary mission of education. Throughout this article, she tries to stress that she shares the aims of many of the people whose methods she disagrees with. She does however say that she is concerned about the current education system because she thinks that the methods currently being used to achieve educational improvement simply do not work. She believes that the main reason they do not work is because of a misguided, outdated, and pseudoscientific stigma against the teaching of knowledge. She shares a strong conviction that there is strong empirical evidence about the success of curricula that teach knowledge, and that there is strong evidence about the success of pedagogy that promotes the effective transmission of knowledge. She argues the points that knowledge is at the heart of cognition, and if educators fail to teach knowledge, pupils fail to learn. (ERIC).
Anmerkungen	American Federation of Teachers. 555 New Jersey Avenue NW, Washington, DC 20001. Tel: 202-879-4400; e-mail: amered@aft.org; Web site: http://www.aft.org/newspubs/periodicals/ae
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10