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Direct linkWinch, Christopher – Journal of Philosophy of Education, 2013
Three kinds of knowledge usually recognised by epistemologists are identified and their relevance for curriculum design is discussed. These are: propositional knowledge, know-how and knowledge by acquaintance. The inferential nature of propositional knowledge is argued for and it is suggested that propositional knowledge in fact presupposes the…
Descriptors: Curriculum Design, Epistemology, Familiarity, Knowledge Level
Download full textPashler, Harold; Bain, Patrice M.; Bottge, Brian A.; Graesser, Arthur; Koedinger, Kenneth; McDaniel, Mark; Metcalfe, Janet – National Center for Education Research, 2007
This Practice Guide is the third in a series of Institute of Education Sciences (IES) guides in education. Much of teaching is about helping students master new knowledge and skills and then helping students not to forget what they have learned. The recommendations in this practice guide are intended to provide teachers with specific strategies…
Descriptors: Concept Formation, Instructional Development, Change Strategies, Learning Strategies
Charnitski, Christina Wotell; Harvey, Francis A. – 1999
This paper presents the theories of L.S. Vygotsky as a conceptual framework for implementing instruction that supports concept development and promotes higher level thinking skills in students. Three major components (i.e., language, scientific and spontaneous concepts, and the zone of proximal development) of Vygotsky's socio-cultural-historical…
Descriptors: Computer Mediated Communication, Computer Uses in Education, Concept Formation, Curriculum Development
