How Much Curriculum Change Is Appropriate? Defining a Zone of Feasible Innovation

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.439-460 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.20192
Schlagwörter	Curriculum Development; Innovation; Developmental Psychology; Educational Change; Science Instruction; Teaching Methods; Case Studies; Sociocultural Patterns; Learning Theories; Science Curriculum + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Entwicklungspsychologie; Bildungsreform; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Soziokulturelle Theorie; Learning theory; Lerntheorie
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. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10