Developing Curriculum for Deep Thinking
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| Title: | Developing Curriculum for Deep Thinking |
|---|---|
| Authors: | Surma, Tim, Vanhees, Claudio, Wils, Michiel, Nijlunsing, Jasper, Crato, Nuno, Hattie, John, Muijs, Daniel, Rata, Elizabeth, Wiliam, Dylan, Kirschner, Paul A. |
| Publisher Information: | Cham: Springer Nature; Springer Nature Switzerland, 2025. |
| Publication Year: | 2025 |
| Collection: | Books Imported or submitted locally |
| Original Material: | 819bd517-84ff-4cdb-b613-b7987d6a492f 6c6992af-b843-4f46-859c-f6e9998e40d5 |
| Subject Terms: | Knowledge in curricula, Knowledge rich curriculum, Building knowledge rich curriculum, Knowledge-rich curriculum development, Implementing knowledge-rich curricula, Effective curriculum design for deep learning, Cognitive psychology in curriculum design, Cognitive psychology in knowledge-rich curricula, Sociological perspectives on knowledge in curriculum, Powerful knowledge theory in education, Curriculum building with case studies, Enhancing critical thinking through knowledge, Enhancing problem solving through knowledge, Global trends in educational curricula, Teacher training, Study and learning skills: general, Curriculum planning and development |
| Description: | This open access book discusses why the seemingly straightforward strategy of teaching children how to think deeply does not work and offers an alternative way forward for the curriculum to achieve these objectives. Over the years, the role of knowledge in the curriculum has, like a pendulum, shifted between two extremes, from highly visible to virtually invisible knowledge elements. Insights from cognitive and educational psychology, sociology, and curriculum studies are used to underpin the current knowledge revival that is widely being observed in education. A knowledge-rich curriculum is proposed by the authors as not only the soundest way forward to both effectively acquire knowledge and complex cognitive skills in school, but also as a crucial lever to achieve equitable opportunities for all students. In understanding how a knowledge-rich curriculum can enhance learning, three overarching principles are discussed: (1) content-richness, (2) coherence, and (3) clarity. These principles are illustrated through practical examples from schools and educators who have effectively integrated knowledge-rich curricula. |
| Contents Note: | ... |
| Document Type: | book |
| File Description: | application/pdf |
| Language: | English |
| ISBN: | 978-3-031-74661-1 978-3-031-74660-4 3-031-74661-9 3-031-74660-0 |
| Relation: | SpringerBriefs in Education |
| DOI: | 10.1007/978-3-031-74661-1 |
| Access URL: | https://library.oapen.org/handle/20.500.12657/96995 |
| Rights: | URL: http://creativecommons.org/licenses/by/4.0/ |
| Notes: | ONIX_20250113_9783031746611_19 https://library.oapen.org/handle/20.500.12657/96995 https://link.springer.com/978-3-031-74661-1 |
| Accession Number: | edsoap.20.500.12657.96995 |
| Database: | OAPEN Library |
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Nájsť tento článok vo Web of Science | Abstract: | This open access book discusses why the seemingly straightforward strategy of teaching children how to think deeply does not work and offers an alternative way forward for the curriculum to achieve these objectives. Over the years, the role of knowledge in the curriculum has, like a pendulum, shifted between two extremes, from highly visible to virtually invisible knowledge elements. Insights from cognitive and educational psychology, sociology, and curriculum studies are used to underpin the current knowledge revival that is widely being observed in education. A knowledge-rich curriculum is proposed by the authors as not only the soundest way forward to both effectively acquire knowledge and complex cognitive skills in school, but also as a crucial lever to achieve equitable opportunities for all students. In understanding how a knowledge-rich curriculum can enhance learning, three overarching principles are discussed: (1) content-richness, (2) coherence, and (3) clarity. These principles are illustrated through practical examples from schools and educators who have effectively integrated knowledge-rich curricula. |
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| ISBN: | 9783031746611 9783031746604 3031746619 3031746600 |
| DOI: | 10.1007/978-3-031-74661-1 |