Volume 5, Issue 9 (9-2017)
نظریه و عمل 2017, 5(9): 5-36 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Zand Gheshlaghi A, Mehrmohammadi M, Fardanesh H. (2017). Conceptualizing Powerful Knowledge according to Michael Young’s Knowladge-baced Curriculum Theory. نظریه و عمل. 5(9), 5-36.
URL: http://cstp.khu.ac.ir/article-1-2763-en.html
URL: http://cstp.khu.ac.ir/article-1-2763-en.html
Abstract: (8617 Views)
“Powerful Knowledge” is the main concept in Michael Young’s Knowledge-based curriculum theory. For more than 4 decades, he has been developing a variety of educational Ideas under the shadow of the concept. This paper tries to take out its implications for Curriculum theory, by reviewing most of annotated bibliography which was published by Young. The paper also covers some remarks and critiques on the concept and reflects them in a classified manner, and making inferences from them to conclude the most important implications of the concept for theory and practice.
Keywords: Knowledge-based Curriculum, Powerful Knowledge, Sociology of Curriculum, Schooling, Michael Young
Type of Study: Research |
Received: 2017/03/2 | Revised: 2017/09/24 | Accepted: 2017/05/9 | Published: 2017/09/24
Received: 2017/03/2 | Revised: 2017/09/24 | Accepted: 2017/05/9 | Published: 2017/09/24
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
