LEADER 03946nam 22006975 450 001 9910946917303321 005 20250103115228.0 010 $a9783031746611 010 $a3031746619 024 7 $a10.1007/978-3-031-74661-1 035 $a(CKB)37178143000041 035 $a(MiAaPQ)EBC31879509 035 $a(Au-PeEL)EBL31879509 035 $a(DE-He213)978-3-031-74661-1 035 $a(EXLCZ)9937178143000041 100 $a20250103d2025 u| 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aDeveloping Curriculum for Deep Thinking $eThe Knowledge Revival /$fby Tim Surma, Claudio Vanhees, Michiel Wils, Jasper Nijlunsing, Nuno Crato, John Hattie, Daniel Muijs, Elizabeth Rata, Dylan Wiliam, Paul A. Kirschner 205 $a1st ed. 2025. 210 1$aCham :$cSpringer Nature Switzerland :$cImprint: Springer,$d2025. 215 $a1 online resource (114 pages) 225 1 $aSpringerBriefs in Education,$x2211-193X 311 08$a9783031746604 311 08$a3031746600 327 $a1.Introduction -- 2.How knowledge matters -- 3.Knowledge matters: a learning perspective -- 4.Knowledge matters: a sociological perspective -- 5.Knowledge matters: a democratic perspective -- 6.Knowledge and the curriculum -- 7.Everything starts with the curriculum -- 8.Curriculum as a pendulum -- 9.Towards the best of both worlds: a knowledge-rich curriculum -- 10.On Content-richness -- 11.On Coherence -- 12.On Clarity -- 13.What are the effects of a knowledge-rich curriculum -- 14.Concluding remarks -- 15.Executive summary -- 16. References. 330 $aThis open access book discusses why the seemingly straightforward strategy of teaching children how to think deeply does not work and offers an alternative way forward for the curriculum to achieve these objectives. Over the years, the role of knowledge in the curriculum has, like a pendulum, shifted between two extremes, from highly visible to virtually invisible knowledge elements. Insights from cognitive and educational psychology, sociology, and curriculum studies are used to underpin the current knowledge revival that is widely being observed in education. A knowledge-rich curriculum is proposed by the authors as not only the soundest way forward to both effectively acquire knowledge and complex cognitive skills in school, but also as a crucial lever to achieve equitable opportunities for all students. In understanding how a knowledge-rich curriculum can enhance learning, three overarching principles are discussed: (1) content-richness, (2) coherence, and (3) clarity. These principles are illustrated through practical examples from schools and educators who have effectively integrated knowledge-rich curricula. 410 0$aSpringerBriefs in Education,$x2211-193X 606 $aTeachers$xTraining of 606 $aStudy skills 606 $aEducation$xCurricula 606 $aTeaching and Teacher Education 606 $aStudy and Learning Skills 606 $aCurriculum Studies 615 0$aTeachers$xTraining of. 615 0$aStudy skills. 615 0$aEducation$xCurricula. 615 14$aTeaching and Teacher Education. 615 24$aStudy and Learning Skills. 615 24$aCurriculum Studies. 676 $a370.711 700 $aSurma$b Tim$01791491 701 $aVanhees$b Claudio$01791492 701 $aWils$b Michiel$01791493 701 $aNijlunsing$b Jasper$01791494 701 $aCrato$b Nuno$01333754 701 $aHattie$b John$01791495 701 $aMuijs$b Daniel$01791496 701 $aRata$b Elizabeth$01791497 701 $aWiliam$b Dylan$01644838 701 $aKirschner$b Paul A$01791498 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910946917303321 996 $aDeveloping Curriculum for Deep Thinking$94328858 997 $aUNINA