当前位置: X-MOL 学术New Zealand Journal of Educational Studies › 论文详情
Our official English website, www.x-mol.net, welcomes your feedback! (Note: you will need to create a separate account there.)
Twenty-First Century Learning and the Case for More Knowledge About Knowledge
New Zealand Journal of Educational Studies Pub Date : 2020-06-30 , DOI: 10.1007/s40841-020-00172-2
Graham McPhail

The aim of this paper is to contribute to the debate about the phenomenon known in Aotearoa New Zealand as twenty-first Century Learning. In recent additions to the local literature Hirschman and Wood (2018) have noted a lack of critical engagement with this narrative which is fast becoming normalised in New Zealand, and Lourie (2020) has shown how and why twenty-first century skills and competencies have been increasingly emphasised over traditional forms of knowledge. In responding to this literature I identify a number of problems with the narrative but my key purpose is to engage with what I regard as the deeper and more fundamental problem—a lack of ‘knowledge about knowledge’. I use Young and Muller’s (2010) 3 Futures scenarios to create a context from which to critique this knowledge gap and its contagion effects in the use of ‘big ideas’ in the current review of the National Certificate of Education Achievement. I argue that epistemically structured knowledge is our main resource for deep learning and that equitable access to this form of knowledge is a social justice issue. A more epistemologically informed approach to the changes currently being promoted in New Zealand education is required to mitigate the effects of epistemologically weak curriculum making encouraged by the twenty-first learning narrative.

中文翻译:

21 世纪的学习和更多关于知识的知识的案例

本文的目的是为关于新西兰 Aotearoa 称为二十世纪学习现象的辩论做出贡献。Hirschman 和 Wood(2018 年)最近对当地文献的补充指出,这种叙述缺乏批判性的参与,这种叙述在新西兰迅速变得正常化,而 Lourie(2020 年)则展示了 21 世纪的技能和能力如何以及为什么越来越强调传统形式的知识。在回应这些文献时,我发现了一些叙事问题,但我的主要目的是解决我认为更深层次和更基本的问题——缺乏“知识知识”。我使用 Young 和 Muller (2010) 的 3 个未来情景来创建一个背景,从中可以批判这种知识差距及其在当前国家教育成就审查中使用“大创意”的传染效应。我认为认知结构化知识是我们深度学习的主要资源,公平获取这种形式的知识是一个社会正义问题。需要对新西兰教育中目前正在推动的变革采取更认识论的方法,以减轻二十一学习叙事鼓励的认识论薄弱的课程制定的影响。我认为认知结构化知识是我们深度学习的主要资源,公平获取这种形式的知识是一个社会正义问题。需要对新西兰教育中目前正在推动的变革采取更认识论的方法,以减轻二十一学习叙事鼓励的认识论薄弱的课程制定的影响。我认为认知结构化知识是我们深度学习的主要资源,公平获取这种形式的知识是一个社会正义问题。需要对新西兰教育中目前正在推动的变革采取更认识论的方法,以减轻二十一学习叙事鼓励的认识论薄弱的课程制定的影响。
更新日期:2020-06-30
down
wechat
bug