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    Developing Curriculum for Deep Thinking

    The Knowledge Revival

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    Author(s)
    Surma, Tim
    Vanhees, Claudio
    Wils, Michiel
    Nijlunsing, Jasper
    Crato, Nuno
    Hattie, John
    Muijs, Daniel
    Rata, Elizabeth
    Wiliam, Dylan
    Kirschner, Paul A.
    Language
    English
    Show full item record
    Abstract
    This open access book discusses why the seemingly straightforward strategy of teaching children how to think deeply does not work and offers an alternative way forward for the curriculum to achieve these objectives. Over the years, the role of knowledge in the curriculum has, like a pendulum, shifted between two extremes, from highly visible to virtually invisible knowledge elements. Insights from cognitive and educational psychology, sociology, and curriculum studies are used to underpin the current knowledge revival that is widely being observed in education. A knowledge-rich curriculum is proposed by the authors as not only the soundest way forward to both effectively acquire knowledge and complex cognitive skills in school, but also as a crucial lever to achieve equitable opportunities for all students. In understanding how a knowledge-rich curriculum can enhance learning, three overarching principles are discussed: (1) content-richness, (2) coherence, and (3) clarity. These principles are illustrated through practical examples from schools and educators who have effectively integrated knowledge-rich curricula.
    URI
    https://library.oapen.org/handle/20.500.12657/96995
    Keywords
    Knowledge in curricula; Knowledge rich curriculum; Building knowledge rich curriculum; Knowledge-rich curriculum development; Implementing knowledge-rich curricula; Effective curriculum design for deep learning; Cognitive psychology in curriculum design; Cognitive psychology in knowledge-rich curricula; Sociological perspectives on knowledge in curriculum; Powerful knowledge theory in education; Curriculum building with case studies; Enhancing critical thinking through knowledge; Enhancing problem solving through knowledge; Global trends in educational curricula
    DOI
    10.1007/978-3-031-74661-1
    ISBN
    9783031746611, 9783031746604, 9783031746611
    Publisher
    Springer Nature
    Publisher website
    https://www.springernature.com/gp/products/books
    Publication date and place
    Cham, 2025
    Imprint
    Springer Nature Switzerland
    Series
    SpringerBriefs in Education,
    Classification
    Teacher training
    Study and learning skills: general
    Curriculum planning and development
    Pages
    91
    Rights
    http://creativecommons.org/licenses/by/4.0/
    • Imported or submitted locally

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    License

    • If not noted otherwise all contents are available under Attribution 4.0 International (CC BY 4.0)

    Credits

    • logo EU
    • This project received funding from the European Union's Horizon 2020 research and innovation programme under grant agreement No 683680, 810640, 871069 and 964352.

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