Volume 5, Issue 9 (9-2017)                   CSTP 2017, 5(9): 5-36 | Back to browse issues page

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Zand Gheshlaghi A, Mehrmohammadi M, Fardanesh H. Conceptualizing Powerful Knowledge according to Michael Young’s Knowladge-baced Curriculum Theory. CSTP. 2017; 5 (9) :5-36
URL: http://cstp.khu.ac.ir/article-1-2763-en.html
1- Phd Student Tarbiat Modares University
2- Professor Tarbiat Modares University , mehrmohammadi_tmu@hotmail.com
3- Associate Professor Tarbiat Modares University
Abstract:   (1206 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.
Full-Text [PDF 703 kb]   (398 Downloads)    
Type of Study: Research |
Received: 2017/03/2 | Accepted: 2017/05/9 | Published: 2017/09/24

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