Když je kurikulární reforma evidence-less

• Authors: Stanislav Štech

Title variants

EN

On an evidence-less curricular reform

• Languages of publication: CS

Abstracts

EN

The topic of the study consists in the analysis of the „story“ of the Czech curricular reform based on the comparison of its concepts and logic with the results of educational and psychological research in teaching and learning. The first part attempts to prove that the failure of the reform mostly rejected by teachers doesn’t consist in the lack of communication with them. The following part reveals the old tension between thinking/student oriented vs. subject oriented teaching behind current reform clichés. As the core and the symbol of the curricular reform, the notion of competence is critically analyzed: it is a bad answer, because it is not research evidence-based, to a good question. The last part deals with three issues from psychological research the results of which the reform largely ignored: (1) predominant focus on problem solving ignoring the results of research on the relationship between working memory and long-term memory and in the cognitiveload theory, (2) stress on the transversal competences as the goal of teaching ignoring the narrow and strong link of the thinking skills with the specific object of thinking and its epistemological constraints, and (3) challenging the belief the (far) transfer could play the role of the criterion of the learning effectiveness. Thus, the curricular reform was more ideology-driven than evidence-based.

Keywords

EN

Curriculum; Educational reform; Competence; Learning; Transfer

Discipline

• EDUCATION: EDUCATION

• Publisher: Czech Pedagogical Society
• Journal: Pedagogická orientace (Journal of the Czech Pedagogical Society)
• Year: 2013
• Volume: 23
• Issue: 5
• Pages: 615-633

Contributors

author

Stanislav Štech

• Redakce časopisu Pedagogická orientace, Doc. PhDr. Tomáš Janík, Ph.D., M.Ed., Institut výzkumu školního vzdělávání PdF MU, Poříčí 31, 603 00 Brno, Czech Republic