ABSTRACT

The primary objective of this paper is to present a curriculum design model that extends the ‘Powerful Knowledge’ ideas of social realist theory. The Model called ‘Curriculum Design Coherence’ (CDC) hypothesizes an approach in which subject concepts and the subject’s epistemic structure are central to the design process to enable deep learning. The model differentiates and then links subject concepts, subject content, subject competencies, and assessment. The underlying premise is that deep learning for students is more likely if teachers utilize and make visible the epistemic structure of the area of study; the subject concepts and subject competencies to be taught and their inter-relationships as ‘knowledge-that’ (epistemic knowledge) and ‘knowledge-how-to’ (procedural knowledge). The usefulness of the model for coherence in curriculum design is currently being tested by primary and secondary school teachers in New Zealand and England. The study takes a realist approach utilizing qualitative methods including workshops, analysis of curricular materials, and teacher interviews. The model is in the early stages of testing and some initial findings indicate its usefulness along with the challenges for teachers in engaging deeply with the structure of their subject

摘要

本文的主要目的是提出一个课程设计模型，该模型扩展了社会现实主义理论的“强大知识”思想。被称为“课程设计连贯性”（CDC）的模型假设了一种方法，其中学科概念和学科的认知结构是设计过程的核心，以实现深度学习。该模型区分并链接学科概念、学科内容、学科能力和评估。基本前提是，如果教师利用并公开学习领域的认知结构，则学生更有可能进行深度学习；要教授的学科概念和学科能力及其作为“知识”（认知知识）和“知识方法”（程序性知识）的相互关系。目前，新西兰和英国的中小学教师正在测试该模型在课程设计中的一致性的有效性。该研究采用现实主义的方法，利用定性方法，包括研讨会、课程材料分析和教师访谈。该模型处于测试的早期阶段，一些初步结果表明它的实用性以及教师深入参与其学科结构的挑战