An Engaging Pedagogy for an Academic Curriculum

Autor/inn/en	Rata, Elizabeth; McPhail, Graham; Barrett, Brian
Titel	An Engaging Pedagogy for an Academic Curriculum
Quelle	In: Curriculum Journal, 30 (2019) 2, S.162-180 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1080/09585176.2018.1557535
Schlagwörter	Learner Engagement; Teaching Methods; Academic Education; Educational Theories; Curriculum Design; Concept Formation; Realism; Teacher Role; Course Content; Epistemology; Intellectual Disciplines; Student Characteristics; Inferences; Access to Education; Semantics; History Instruction; Science Instruction; Biology; Foreign Countries; Secondary School Students; Secondary School Teachers; Mastery Learning; Australia + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Akademische Bildung; Educational theory; Theory of education; Bildungstheorie; Lehrplangestaltung; Concept learning; Begriffsbildung; Realismus; Lehrerrolle; Kursprogramm; Erkenntnistheorie; Geisteswissenschaften; Inference; Inferenz; Education; Access; Bildung; Zugang; Bildungszugang; Semantik; History lessons; Geschichtsunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Biologie; Ausland; Sekundarschüler; Australien
Abstract	The article discusses the link between a curriculum based on academic subjects derived from disciplinary knowledge and a progressive pedagogy that endeavours to engage students from all backgrounds with it. Section 1 describes the realist theory of knowledge which justifies the argument for this accommodation between curriculum and pedagogy. Section 2 explains how conceptual progression serves as an effective curriculum design strategy for supporting pedagogy. The final section discusses how concepts and studies from within the social realist tradition can be used to theorise an accommodation between curriculum and pedagogy that promotes cumulative knowledge building among students and teachers by being responsive to both the students and to the knowledge being taught in motivating ways. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01