On content transformation in the classroom: transdisciplinary perspectives on subject didactic research using didactic case studies

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F25%3A00144315" target="_blank" >RIV/00216224:14410/25:00144315 - isvavai.cz</a>

Alternative codes found

RIV/49777513:23420/25:43975903

Result on the web

<a href="https://www.tandfonline.com/doi/pdf/10.1080/00220272.2025.2492600" target="_blank" >https://www.tandfonline.com/doi/pdf/10.1080/00220272.2025.2492600</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/00220272.2025.2492600" target="_blank" >10.1080/00220272.2025.2492600</a>

Result language

angličtina

Original language name

On content transformation in the classroom: transdisciplinary perspectives on subject didactic research using didactic case studies

Original language description

The text explores a subject-didactic conception of teaching and learning as a process involving content transformations between cultural content knowledge and knowledge that is taught and learnt in the classroom. We examine the trajectory of powerful knowledge from two interdependent transformational perspectives: (I) the approximation of cultural knowledge to students' experiences (didactic transformation), and (II) the development of students' experiences towards culture (cognitive transformation). Their interconnection is referred to as the transformational turn. We present a methodology-the 3A Methodology (M3A)-for the qualitative analysis of teaching and learning through didactic case studies. We describe the Deep Structure of Teaching and Learning Model, which within M3A enables us to evaluate the integrity of teaching and learning as the quality of the connection between objectives, content, and the actual progression of the trajectory of powerful knowledge in teaching and learning. The authors summarize 15 years of research using M3A, revealing insights into the practice of teaching and learning, which has yielded insights into didactic formalisms that diminish the quality of teaching and learning and their opposite-didactic excellence. In the discussion, we compare our findings with Young and Muller's characterization of three school development scenarios.

Czech name

—

Czech description

—

Type

J_imp - Article in a specialist periodical, which is included in the Web of Science database

CEP classification

—

OECD FORD branch

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Project

<a href="/en/project/GA20-13038S" target="_blank" >GA20-13038S: On productive culture of teaching and learning</a><br>

Continuities

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Publication year

2025

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

Journal of Curriculum Studies

ISSN

0022-0272

e-ISSN

1366-5839

Volume of the periodical

57

Issue of the periodical within the volume

5

Country of publishing house

GB - UNITED KINGDOM

Number of pages

27

Pages from-to

570-596

UT code for WoS article

001476850800001

EID of the result in the Scopus database

2-s2.0-105003891864