Shedding the content: semantics of teaching burdened by
didactic formalisms

J 2019

Shedding the content: semantics of teaching burdened by didactic formalisms

JANÍK, Tomáš, Jan SLAVÍK, Petr NAJVAR and Marcela JANÍKOVÁ

Basic information

Original name

Shedding the content: semantics of teaching burdened by didactic formalisms

Name in Czech

Vyprazdňování obsahu: sémantika výuky zatížené didaktickými formalismy

Authors

JANÍK, Tomáš (203 Czech Republic, guarantor, belonging to the institution), Jan SLAVÍK (203 Czech Republic, belonging to the institution), Petr NAJVAR (203 Czech Republic, belonging to the institution) and Marcela JANÍKOVÁ (203 Czech Republic, belonging to the institution)

Edition

Journal of Curriculum Studies, Oxon, England, Routledge Journals, 2019, 0022-0272

Other information

Language

English

Type of outcome

Článek v odborném periodiku

Field of Study

50301 Education, general; including training, pedagogy, didactics [and education systems]

Country of publisher

United Kingdom of Great Britain and Northern Ireland

Confidentiality degree

není předmětem státního či obchodního tajemství

References:

URL

Impact factor

Impact factor: 1.484

RIV identification code

RIV/00216224:14410/19:00107269

Organization unit

Faculty of Education

DOI

http://dx.doi.org/10.1080/00220272.2018.1552719

UT WoS

000458398800003

Keywords (in Czech)

Případové studie; vzdělávací obsah; vyučování; učení; výuka

Keywords in English

Case studies; course content; learning; teaching; educational practices

Abstract

V originále

The paper argues that what is left behind in the current era of accountability is the educational content. The authors present shedding the content as the great challenge of teaching and learning in today’s schools. They turn to the tradition of Bildung and outline the theoretical background for the content-focused approach to (research on) teaching and learning. Their approach is based on analyses of authentic (real-life) teaching and learning situations. The paper highlights how didactic case studies can be used to generalize the findings across individual cases. Within the multiple case studies, 44 didactic case studies were reanalysed to identify didactic formalisms, i.e. problems in the semantic and logical structure of educational content, which corrupt the quality of instruction. Two specific types of didactic formalism are described in detail; stolen cognition and concealed cognition. Stolen cognition prevents cognitive activation of students when the teacher over-reduces the space allowed for the students’ cognitive work with the content, concealed cognition are instances of purposeless cognitive activation of students due to their being disconnected from the content.

Links

GA15-05122S, research and development project

Name: Mezi akceptací a resistencí: Vnímání kurikulárních změn učiteli v období deseti let implementace reformy

Investor: Czech Science Foundation, Between acceptance and resistance: Teachers' perceptions of curriculum changes 10 years into the reform implementation

Citovat

JANÍK, Tomáš, Jan SLAVÍK, Petr NAJVAR and Marcela JANÍKOVÁ. Shedding the content: semantics of teaching burdened by didactic formalisms. Journal of Curriculum Studies. Oxon, England: Routledge Journals, 2019, vol. 51, No 2, p. 185-201. ISSN 0022-0272. Available from: https://dx.doi.org/10.1080/00220272.2018.1552719.

@article{1497499,
   author = {Janík, Tomáš and Slavík, Jan and Najvar, Petr and Janíková, Marcela},
   article_location = {Oxon, England},
   article_number = {2},
   doi = {http://dx.doi.org/10.1080/00220272.2018.1552719},
   keywords = {Case studies; course content; learning; teaching; educational practices},
   language = {eng},
   issn = {0022-0272},
   journal = {Journal of Curriculum Studies},
   title = {Shedding the content: semantics of teaching burdened by didactic formalisms},
   url = {https://www.tandfonline.com/eprint/5tMh2bvV7geqSuBCu5Ae/full?target=10.1080/00220272.2018.1552719},
   volume = {51},
   year = {2019}
}

TY  - JOUR
ID  - 1497499
AU  - Janík, Tomáš - Slavík, Jan - Najvar, Petr - Janíková, Marcela
PY  - 2019
TI  - Shedding the content: semantics of teaching burdened by didactic formalisms
JF  - Journal of Curriculum Studies
VL  - 51
IS  - 2
SP  - 185-201
EP  - 185-201
PB  - Routledge Journals
SN  - 00220272
KW  - Case studies
KW  - course content
KW  - learning
KW  - teaching
KW  - educational practices
UR  - https://www.tandfonline.com/eprint/5tMh2bvV7geqSuBCu5Ae/full?target=10.1080/00220272.2018.1552719
L2  - https://www.tandfonline.com/eprint/5tMh2bvV7geqSuBCu5Ae/full?target=10.1080/00220272.2018.1552719
N2  - The paper argues that what is left behind in the current era of accountability is the educational content. The authors present shedding the content as the great challenge of teaching and learning in today’s schools. They turn to the tradition of Bildung and outline the theoretical background for the content-focused approach to (research on) teaching and learning. Their approach is based on analyses of authentic (real-life) teaching and learning situations. The paper highlights how didactic case studies can be used to generalize the findings across individual cases. Within the multiple case studies, 44 didactic case studies were reanalysed to identify didactic formalisms, i.e. problems in the semantic and logical structure of educational content, which corrupt the quality of instruction. Two specific types of didactic formalism are described in detail; stolen cognition and concealed cognition. Stolen cognition prevents cognitive activation of students when the teacher over-reduces the space allowed for the students’ cognitive work with the content, concealed cognition are instances of purposeless cognitive activation of students due to their being disconnected from the content.
ER  -

JANÍK, Tomáš, Jan SLAVÍK, Petr NAJVAR and Marcela JANÍKOVÁ. Shedding the content: semantics of teaching burdened by didactic formalisms. \textit{Journal of Curriculum Studies}. Oxon, England: Routledge Journals, 2019, vol.~51, No~2, p.~185-201. ISSN~0022-0272. Available from: https://dx.doi.org/10.1080/00220272.2018.1552719.

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