Comparing Curriculum Types: 'Powerful Knowledge' and '21st Century Learning'

Autor/inn/en	McPhail, Graham; Rata, Elizabeth
Titel	Comparing Curriculum Types: 'Powerful Knowledge' and '21st Century Learning'
Quelle	In: New Zealand Journal of Educational Studies, 51 (2016) 1, S.53-68 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0028-8276
DOI	10.1007/s40841-015-0025-9
Schlagwörter	Curriculum Research; Curriculum Design; Curriculum Evaluation; Educational Theories; Course Organization; Course Content; Fundamental Concepts; Teaching Methods; Direct Instruction; Individualized Instruction; Comparative Analysis; Design Preferences; Evaluation Criteria; Behavioral Objectives + Suchen Sie Ihr Suchwort? Curriculum; Research; Curriculumreform; Lehrplan; Forschung; Lehrplangestaltung; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Educational theory; Theory of education; Bildungstheorie; Course organisation; Kurskonzept; Kursprogramm; Grundlagenplan; Konzept; Teaching method; Lehrmethode; Unterrichtsmethode; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Individualisierender Unterricht; Design requirements; Gestaltungsmittel
Abstract	This paper theorises a curriculum model containing four features. We use these features as criteria to analyse and evaluate two distinctive curriculum design types: '21st Century Learning' and 'Powerful Knowledge'. The four features are: (i) the underpinning theory of knowledge in each curriculum design type; (ii) the knowledge structures used to organise the curriculum material; (iii) the organisation of the concepts and content according to the principle of conceptual progression; and (iv) the pedagogy associated with the curriculum design, such as direct instruction or personalised learning. The distinction we make between the two curriculum design types and the comparative approach taken in the paper is justified by the differences found in each of the types with respect to all of the four features. Following the analysis of each feature in the body of the paper we judge the relative merits of each design type in terms of the logical connections between the four theorised features and the ways in which they are realised in 21st Century Learning and Powerful Knowledge respectively. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01