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

Kód výsledku v 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>

Nalezeny alternativní kódy

RIV/49777513:23420/25:43975903

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

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

Popis výsledku anglicky

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.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

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

Projekt

<a href="/cs/project/GA20-13038S" target="_blank" >GA20-13038S: Produktivní kultura vyučování a učení</a><br>

Návaznosti

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

Rok uplatnění

2025

Kód důvěrnosti údajů

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

Název periodika

Journal of Curriculum Studies

ISSN

0022-0272

e-ISSN

1366-5839

Svazek periodika

57

Číslo periodika v rámci svazku

5

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

27

Strana od-do

570-596

Kód UT WoS článku

001476850800001

EID výsledku v databázi Scopus

2-s2.0-105003891864