A Taxonomy of Knowledge Types for Use in Curriculum Design
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| Title: | A Taxonomy of Knowledge Types for Use in Curriculum Design |
|---|---|
| Language: | English |
| Authors: | Carson, Robert N. |
| Source: | Interchange: A Quarterly Review of Education. Mar 2004 35(1):59-79. |
| Availability: | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com. |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2004 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Curriculum Design, Classification, Curriculum Development, Knowledge Base for Teaching, Epistemology |
| DOI: | 10.1023/B:INCH.0000039020.49283.90 |
| ISSN: | 0826-4805 |
| Abstract: | This article proposes the use of a taxonomy to help curriculum planners distinguish between different kinds of knowledge. Nine categories are suggested: empirical, rational, conventional, conceptual, cognitive process skills, psychomotor, affective, narrative, and received. Analyzing lessons into the sources of their resident knowledge helps the teacher proceed in a less dogmatic manner, distinguishing between categories of knowledge based upon where that knowledge originates. This taxonomy facilitates a meta-narrative on the nature of knowledge--how it is discovered, invented, decided upon, and so on--and the form that it takes in human experience and learning. |
| Abstractor: | Author |
| Entry Date: | 2006 |
| Accession Number: | EJ733542 |
| Database: | ERIC |
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