Bernstein describes a curriculum context as a system context that is regulated by strong and weak
framing, which refers to the “degree of control teachers and pupils possess over the selection,
organisation, pacing and timing of the knowledge transmitted and received in the pedagogical
relationship” (1975, p. 89). In this article, we describe research on how differences in framing
influence the design of geography textbooks and lessons in higher secondary schools (ages 16-18).
In a comparative case study, we analysed geography textbooks, observed lessons, and interviewed editors and teachers in a country with weak framing (Germany) and a country with strong framing (the
Netherlands). The results show that weaker framing goes hand in hand with textbooks focussing on
knowledge and offering higher-order tasks. In the country with weaker framing, teachers use more
question and answer teaching strategies, students deliver more presentations, and more assignments are
used that are aimed at practising higher-order cognitive skills. Interviews carried out with teachers in
both countries underline the fact that stronger framing of the curriculum can cause stress and has a
strong impact on the teaching practice. This explains the different teaching patterns in both countries,
despite similar teaching orientations.
Curriculum Framing Textbooks Geography Education International Comparison Netherlands Germany
Birincil Dil | İngilizce |
---|---|
Bölüm | Makaleler |
Yazarlar | |
Yayımlanma Tarihi | 31 Aralık 2017 |
Gönderilme Tarihi | 16 Haziran 2017 |
Kabul Tarihi | 11 Aralık 2017 |
Yayımlandığı Sayı | Yıl 2017 Cilt: 7 Sayı: 3 |