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dc.contributor.authorBratland, Erik
dc.contributor.authorEl Ghami, Mohamed
dc.date.accessioned2024-04-29T07:37:57Z
dc.date.available2024-04-29T07:37:57Z
dc.date.created2024-04-24T14:27:00Z
dc.date.issued2024
dc.identifier.citationBratland, E. & El Ghami, M. (2024). Radical visible pedagogy and cumulative knowledge-building in education. International Educational Research, 7(2), 1-10. doi:en_US
dc.identifier.issn2576-3067
dc.identifier.urihttps://hdl.handle.net/11250/3128315
dc.description.abstractTwenty-first century learning revolves around a pedagogical discourse based on simplistic dichotomies, favoring a student-centered approach. This direction claims that such a learning model will lead to in-depth learning in education. This paper refutes this claim and argues that curricula based on twenty-first century learning promotes a social and context-dependent form of knowledge. To examine the problem of 21st century learning, and to develop an alternative, this paper introduces Bernstein’s pedagogical modalities, which are investigated using the terms “semantic gravity” and “semantic density.” These concepts are used to analyze teachers’ pedagogical practices in three different subjects, considering the further effects of these practices on learning and knowledge-building, as expressed in submitted student papers. The analysis suggests that practices that create long semantic waves, where knowledge is transformed between decontextualized meanings and contextualized meanings, are a condition for in-depth learning and cumulative knowledge-building. The paper argues that this form of knowledge-building is a result of a radical visible pedagogy, which includes practices that are based on different forms of knowledge, making visible how these forms of knowledge can be connected and transformed in education.en_US
dc.language.isoengen_US
dc.publisherIDEAS SPREADen_US
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.titleRadical visible pedagogy and cumulative knowledge-building in educationen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.rights.holder© 2024 The Author(s)en_US
dc.source.pagenumber1-10en_US
dc.source.volume7en_US
dc.source.journalInternational Educational Research (IER)en_US
dc.source.issue2en_US
dc.identifier.doihttps://doi.org/10.30560/ier.v7n2p1
dc.identifier.cristin2264200


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