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…

In this article the popularity of the concept of competence in higher vocational education is explained and the most important issues in this field are discussed. In particular, the vagueness of the term and the problems in defining job and training profiles are explained. Then the design of competence-based education is discussed. The paper ends…

The model described, which views the learner as a resource-limited system that has to transform instructional information, includes six factors for expected success. Although based on microscopic psychological theories, it can be applied at more macroscopic levels of analysis by increasing the size of instructional units. Five references are…

A set of procedures for designing instruction and teaching concepts to students with learning difficulties is outlined. The following topics are discussed: (1) concept analysis, (2) concept definitions, (3) use of examples and nonexamples, (4) instructional sequence, and (5) diagnostic assessment. The role of technology in concept instruction is…

The term "design" is being understood more and more as a methodological process, together with its acceptance as the result of such a process. As a process, it is a stage in the courseware engineering life cycle which primarily focuses on rendering the development process more effective and on enhancing the qualities of the finished system,…

Reports on preservice teachers' use of a concept-mapping tool to create/modify concept maps about science-related elementary curriculum-content knowledge. Data from interviews, journals, and analysis of the concept maps showed how the preservice teachers used the tool to construct their curriculum-content knowledge in the form of more powerful…

In this article it is described how the department has encouraged learning outcome discussions among the teachers and students. The typical development process of a new course is described. A two dimensional learning outcome model is also briefly introduced. This model is used to discuss what kinds of knowledge and skills are relevant in a…

This thesis focuses on the definitional and cross-cultural processes involved in the development of an environmental education (EE) database of essential learnings, and the potential of the product in improving the effectiveness of international EE. Identifying the universal aspects of EE is crucial because EE is an evolving field, and is…

This book re-examines the dichotomy between the everyday and the disciplinary in mathematics and science education, and explores alternatives to this opposition from points of view grounded in the close examination of complex classroom events. It makes the case that students' everyday experience and knowledge in their entire manifold forms matter…