Shedding the content: semantics of teaching burdened by didactic formalisms

Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F19%3A00107269" target="_blank" >RIV/00216224:14410/19:00107269 - isvavai.cz</a>
Result on the web
<a href="https://www.tandfonline.com/eprint/5tMh2bvV7geqSuBCu5Ae/full?target=10.1080/00220272.2018.1552719" target="_blank" >https://www.tandfonline.com/eprint/5tMh2bvV7geqSuBCu5Ae/full?target=10.1080/00220272.2018.1552719</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1080/00220272.2018.1552719" target="_blank" >10.1080/00220272.2018.1552719</a>

Result language
angličtina
Original language name
Shedding the content: semantics of teaching burdened by didactic formalisms
Original language description
The paper argues that what is left behind in the current era of accountability is the educational content. The authors present shedding the content as the great challenge of teaching and learning in today’s schools. They turn to the tradition of Bildung and outline the theoretical background for the content-focused approach to (research on) teaching and learning. Their approach is based on analyses of authentic (real-life) teaching and learning situations. The paper highlights how didactic case studies can be used to generalize the findings across individual cases. Within the multiple case studies, 44 didactic case studies were reanalysed to identify didactic formalisms, i.e. problems in the semantic and logical structure of educational content, which corrupt the quality of instruction. Two specific types of didactic formalism are described in detail; stolen cognition and concealed cognition. Stolen cognition prevents cognitive activation of students when the teacher over-reduces the space allowed for the students’ cognitive work with the content, concealed cognition are instances of purposeless cognitive activation of students due to their being disconnected from the content.
Czech name
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Czech description
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Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]

Project
<a href="/en/project/GA15-05122S" target="_blank" >GA15-05122S: Between acceptance and resistance: Teachers' perceptions of curriculum changes 10 years into the reform implementation</a><br>
Continuities
P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Publication year
2019
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

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