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dc.contributor.authorLawson, Mike Joseph
dc.contributor.authorAskell-Williams, Helen
dc.date.accessioned2015-08-14T05:00:15Z
dc.date.available2015-08-14T05:00:15Z
dc.date.issued2012-07
dc.identifier.citationLawson, M.J. and Askell-Williams, H., 2012. Framing the features of good quality knowledge for teachers and students. In: J.R. Kirby and M.J. Lawson (Eds.), Enhancing the quality of learning. New York: Cambridge University Press, 137-159.en
dc.identifier.isbn978-000000000
dc.identifier.urihttp://hdl.handle.net/2328/35515
dc.descriptionArticle reproduced here with permission from the publisher.en
dc.description.abstractIn this paper we have two concerns. First we consider the features used to describe good quality learning actions and knowledge representations. Our second concern is the need to develop students’ knowledge of how to act, during teaching-learning transactions, in order to generate good quality knowledge representations. There is a convergence of views, at a broad level, about the character of good quality knowledge. Although there are frequent specifications of the features of good quality learning these discussions mostly do not build on one another so that a coherent representation of such learning is built up. There is therefore a need to consider further the characteristics of learning that are regarded as being of good quality. For this purpose we set out a framework based around six dimensions of good quality knowledge, namely, extent, well-foundedness, structure, complexity, generativity, and variety of representational format. In the final section of the chapter we advance arguments that point to the need to attend to the state of students’ and teachers’ knowledge about how to act, in strategic cognitive and metacognitive ways, in order to generate good quality knowledge representations.en
dc.language.isoen
dc.publisherCambridge University Pressen
dc.rightsThis publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press.en
dc.subjectEducationen
dc.subjectPsychologyen
dc.titleFraming the features of good quality knowledge for teachers and studentsen
dc.typeBook chapteren
dc.rights.holder© Cambridge University Press 2012en
local.contributor.authorOrcidLookupAskell-Williams, Helen: https://orcid.org/0000-0002-1071-5216en_US
local.contributor.authorOrcidLookupLawson, Mike Joseph: https://orcid.org/0000-0002-0175-3683en_US


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