Alex Standish astandishuclacuk A ims of educationgeography philosophy history values Curriculum epistemology sociology of knowledge How children learn geography psychology epistemology skills ID: 932555
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Slide1
Epistemic Quality and Curriculum Planning in Geography ITE
Alex Standish
a.standish@ucl.ac.uk
Slide2Aims of
education/geography
: philosophy, history, valuesCurriculum: epistemology, sociology of knowledge, How children learn geography: psychology, epistemology, skillsPedagogy: teaching methods and rationaleAssessment: what to assess, when and why?
Course Framework
Slide3Subject Didactics (Scandinavia)
Slide4‘
The task of an educational system….is to ensure movement from everyday meanings to abstract and general concepts and then back again
’ (Hugo, 2014, 2). Abstract/general/theoretical ↕Concrete object/particular/contextual/rooted
Semantic Gravity
Semantic Density
Slide5An Epistemological Framework
Propositional/conceptual knowledge/know that –
abstract/theoreticalContextual knowledge
– particular/concrete/object of study (locational
, place-based, regional world
knowledge).
P
rocedural knowledge –
modes, methods and procedures to conduct enquiry.
Not extraneous categories
Muller 2012, Winch 2014
Slide6Two kinds of knowledge:
Substantive knowledge (‘content’ of the subject
):dates, names, events, narratives, states of affairs, substantive concepts (eg ‘republic’, ‘empire’, ‘peasantry’, ‘government’, ‘taxation’)
What is given and not contested
Disciplinary knowledge (argument and practice of the discipline):
Types of question that historians ask the kinds of account that they command:
causation
change
similarity and difference
Conventions of the discipline’s practice
evidence
interpretation
argument
Slide7Gardner,
Weeden
, Butt (eds)
Slide8Enquiry question:
What does epistemic quality look like in a lesson sequence?
Slide9Four assignments
Rivers
Angry EarthGlobal fashion industryFrom Pole to Pole
Slide10Angry Earth – Year 8
Conceptual Knowledge
Contextual Knowledge
Procedural Knowledge
Slide11Conceptual Knowledge
Contextual Knowledge
Procedural Knowledge
Slide12Conceptual Knowledge
Contextual Knowledge
Procedural Knowledge
Slide13Conceptual
Knowledge
Contextual KnowledgeProcedural KnowledgeMaking inferencesBetween concepts
From Pole to Pole
Year 7 Lesson
Sequence
Key Questions
Concepts/Skills
Slide14Slide15Tectonic Hazards
and
Weather HazardsTasks:
1. Stick in your natural hazard
diagrams
2. Place the following types of hazard into either Tectonic Hazards or Weather Hazards;
Earthquakes – Droughts – Tropical Storms (Hurricanes) –
Avalanches
-
Tornados – Volcanos – Tsunamis – Flooding
3. Which of these natural hazards do you think is most dangerous? Write a list in order of 1 – 8 (with 1 being the most dangerous and 8 being the least dangerous)
Slide16Hartshorne, R. (1939)
The Nature of Geography
: A Critical Survey of Current Thought in Light of the Past. Lancaster, PA: Association of American Geographers. Hugo, W. (2014) ‘Semantic density and semantic gravity’ (editorial). Journal of Education 59, 1-14. Muller, J. (2012) ‘Forms of knowledge and curriculum coherence’. In H. Lauder, M. Young, H. Daniels, M. Balarin and J. Lowe (eds.) Education for a Knowledge Economy? Critical Perspectives. Basingstoke: Palgrave MacmillanStandish, A. & Seghal
Cuthbert, A. (2017) (
Eds
)
What Should Schools Teach? Disciplines, Subjects and the Pursuit of Truth
. London: UCL IOE Press.
Stenhouse
, L. (1970) ‘Some Limitations of the use of Objectives in Curriculum Research and Planning’.
Paedagogica
Europaea
, 6(1), 73-83.
Winch, C. (2013) ‘Curriculum design and epistemic ascent’.
Journal of Philosophy of Education
47(1), 128-146.