McCrory, C;
(2017)
Using a beginning history teacher's consideration of students' prior knowledge in a single lesson case study to reframe discussion of historical knowledge.
Revista Electronica Interuniversitaria de Formación del Profesorado
, 20
(2)
pp. 29-44.
10.6018/reifop/20.2.284921.
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Abstract
Using the philosophy of inferentialism (Brandom, 2000), this article explores teachers’ approach to students’ conceptual development, arguing that asking what it is for a concept to have meaning affords new ways of framing both instructional design and explanations of variation in student learning. Through an inductive research strategy into a single lesson taught by a student-teacher, I show how semantic theory can help educators to discern and harness student knowledge building.
| Type: | Article |
|---|---|
| Title: | Using a beginning history teacher's consideration of students' prior knowledge in a single lesson case study to reframe discussion of historical knowledge |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.6018/reifop/20.2.284921 |
| Publisher version: | http://dx.doi.org/10.6018/reifop/20.2.284921 |
| Language: | English |
| Additional information: | Copyright © Asociación Universitaria de Formación del Profesorado (AUFOP). This is an Open Access article published under a Creative Commons Reconocimiento-NoComercial-SinObraDerivada 3.0 España (CC BY-NC-ND 3.0 ES) licence (https://creativecommons.org/licenses/by-nc-nd/3.0/es/). |
| Keywords: | inferentialism; concepts; knowledge |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1556353 |
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