Chapter 3 the Structure of Knowledge
1. Understanding the relationships in the structure of knowledge
- the third dimension/conceptual work: concepts, generalizations and principles
- target to the concepts and generalizatons/principles; view topics and facts as tools to develop the deeper conceptual understanding.
- Topics and Facts are locked in time, place or situation. Facts are the specific pieces of knowledge that are framed by the topics (examples of topic: WWII, Renoir's paintings, the human body, or Asian Culture)*
conepts: transfer through time, across cultures, and across situations. They are mental constructs that frame a set of examples with common attributes.
- Examples:
macro concepts(transdisciplinary):change, system,interdependence;
micro concepts(more discipline-specific): angles, culture,voice, scarcity, habitat- criteria:
timeless; univeral; one or two words,or a short phrase; abstract to different degrees; examples share common attributes
Generalizations: two or more concepts stated as a sentence of relationship.- format:
no proper nouns, pronouns, or past tense verbs.
a qualifier(often, can, may) only as needed
Principles: differ from generalizations in two ways
- principles rise to the level of law, or foundational "truth", Newton's laws, axioms in mathematics
- no qualifier; fewer principles than generalizations
can be cited under one heading such as Generalizations , Essential understandings(Erickson,2002), Enduring Understandings(Wiggins & McTighe,2005), or Core Disciplinary Ideas(Next Generation Science Standards,2013)
///Core Disciplinary Ideas（核心学科理念） 是科学教育中的一个关键概念，源自美国《下一代科学标准》（NGSS, Next Generation Science Standards）。它指的是科学领域中最基础、最具核心地位的知识框架，旨在帮助学生构建对科学本质的深层理解，而非零散记忆知识点。///
Theories: a supposition or set of conceptual ideas used to explain phenomena or a practice.
2. How the structure of knowledge guides curriculum design?
One cannot craft a strong conceptual understanding without linking it to supporting content.
3. Designing disciplinary curriculum frameworks at the national, state, or local levels
- discomfiting trend: organize disciplinary content under macro-concepts(change, conflict,interdependence; interactions, change, systems) because these concepts are too broad to make viable organizers for disciplinary content.
- Unit calls for Macro concepts to make excellent conceptual lenses and effect synergistic thinking, and disciplinary-specific conceptual lens(English language art:characterization, archetype; history:heroes)
4. Mathematics as a concept-driven discipline
5. Examples of concept and subjective-specific generalizations
- Macro-concepts are broad and can be transferred across many different subject areas, which make excellent "conceptual lenses" for foucusing major topics of study(unit titles) and also make quality lenses to integrate the thinking in interdisciplinary units.
- Micro-concepts are more tied to the different disciplines and are often specific than macro-concepts, which limits transfer across subject areas.
- Crafting macro-ideas will address breadth(great transferability across situations), but fail to provide disciplinary depth of understanding. So within a curriculum unit, only 1~2 generalizations that are broader and more abstract(macro).
- To ensure conceptual depth, generalizations should be written to represent more micro ideas. (5~8 generalizations according to length of unit and grade level).
Macro-concept examples:
power;change/continuity;action/reaction;form/function;shifts/transformations;interdependence;value;identity;sustainability;design
Micro-concept examples:
Science:cells;osmosis
mathematics:angles;geometric figures;
physical education:endurance;flexibility
social studies:migration;population
transdisciplinary generalizations examples:
Interdependence system rely on parts working together efficiently.
Change occurs over time.
disciplinary generalizations examples:
social studies(Geography): Migration, war, and trade lead to the diffusion of language, customs, and ideas.
science(Ecology):Energy flows through organisms and environmental systems.
