The search for deep learning

A curriculum coherence model

Bibliographic Data

ID21345708
AuthorsGraham McPhail (0000-0002-9061-6575, Faculty of Education and Social Work, The University of Auckland, New Zealand, corresponding author)
Year2021
Volume53
Issue4
Pages420-434
Publication date2021-07-04
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Curriculum Studies (JOURNAL)
Journal identifiersISSN: 0022-0272 • E-ISSN: 1366-5839
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00220272.2020.1748231
OpenAlexW3016062103
LanguageEN
Citations received18
References cited38

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

Coherence (philosophical gambling strategy) · Curriculum · Epistemology · Mathematics education · Pedagogy · Premise · Subject (documents) · Computer Science · Educational Theory and Curriculum Studies · Educator Training and Historical Pedagogy · Global Educational Policies and Reforms · Mathematics · Psychology