Cumulative and Segmented Learning: Exploring the Role of Curriculum Structures in Knowledge-Building

Autor/in	Maton, Karl
Titel	Cumulative and Segmented Learning: Exploring the Role of Curriculum Structures in Knowledge-Building
Quelle	In: British Journal of Sociology of Education, 30 (2009) 1, S.43-57 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
Schlagwörter	Professional Education; Educational Theories; Learning Theories; Learning Processes; Secondary School Curriculum; College Curriculum; English Instruction; Educational Principles; Alignment (Education); Curriculum Design; Context Effect; Transfer of Training; Foreign Countries; Instructional Design; Educational Technology; Case Method (Teaching Technique); Essays; Australia + Suchen Sie Ihr Suchwort? Berufsausbildung; Educational theory; Theory of education; Bildungstheorie; Learning theory; Lerntheorie; Learning process; Lernprozess; English langauage lessons; Englischunterricht; Bildungsprinzip; Lehrplangestaltung; Training; Transfer; Ausbildung; Ausland; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtsmedien; Case method; Fallmethode; Essay; Aufsatzunterricht; Australien
Abstract	The present article extends Basil Bernstein's theorisation of "discourses" and "knowledge structures" to explore the potential of educational knowledge structures to enable or constrain cumulative learning, where students can transfer knowledge across contexts and build knowledge over time. It offers a means of overcoming dichotomies in Bernstein's model by conceptualising knowledge in terms of "legitimation codes" (bases of achievement) and "semantic gravity" (context-dependency of knowledge). This developed framework is used to analyse two contrasting examples of curriculum--from professional education at university and secondary school English--that aim to enable cumulative learning. Analyses of students' work products show that both cases can constrain knowledge-building by anchoring meaning within its context of acquisition. The basis for this potential is located in a mismatch between their aims of enabling students to learn higher-order principles and their curricular means that focus on knowers' dispositions rather than articulating principles of knowledge. (Contains 3 figures, 2 tables, and 5 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10