Results 151 to 160 of about 354,519 (281)

Thresholds: The metaphorical foundations of powerful knowledge

The Curriculum Journal, EarlyView.
Abstract This paper advances a theoretical account of threshold concepts as metaphorical‐relational structures that reorganise meaning across contexts. Building on conceptual metaphor theory, we propose that threshold concepts can be understood as sites of schema‐level reorganisation: deep, embodied patterns of relational logic that scaffold abstract ...
Maria Karrol, Elizaveta Lyssova‐Golomzina   +1 more
wiley   +1 more source

Assessing interdisciplinary understanding: Disciplinary crossroads in the International Baccalaureate Middle Years Programme

The Curriculum Journal, EarlyView.
Abstract Assessing interdisciplinary learning within school curricula remains a persistent challenge in educational research. Difficulties in articulating shared assessment criteria, alongside differing disciplinary and pedagogical perspectives, have contributed to ongoing uncertainty around how interdisciplinary learning should be evaluated.
Hermione Paddle
wiley   +1 more source

‘What is the project?’: A fine‐grained study of some key challenges to interdisciplinary teaching and learning in the humanities

The Curriculum Journal, EarlyView.
AbstractInterdisciplinary teaching and learning in the humanities (Humanities ITL) has gained prominence in recent decades. Yet to date, empirical research has largely emphasised its benefits and affordances, with far fewer studies examining the challenges it poses.
Etan Cohen
wiley   +1 more source

Suspension of judgment, hinge style. [PDF]

Synthese
Piedrahita OA, Schmidt S.
europepmc   +1 more source

‘I don't see myself there’ – Curriculum representation, epistemic exclusion and conditional belonging in higher education

The Curriculum Journal, EarlyView.
Abstract Curriculum representation has become a central concern within higher education, yet relatively little empirical research has examined how students interpret curriculum‐making and what these interpretations reveal about disciplinary knowledge and belonging.
Reece Sohdi
wiley   +1 more source

A three-level meta-analysis of the association between students' epistemic cognition and learning outcomes in South Korea. [PDF]

Front Psychol
Song J, Choi W.
europepmc   +1 more source

Does Context Really Matter for Environmental Policy Implementation? A Systematic Comparison of Implementation Determinants

Environmental Policy and Governance, EarlyView.
ABSTRACT Environmental policy addresses wicked problems such as climate change, biodiversity loss, and pollution—issues marked by complexity, conflicting objectives, and stakeholder resistance. After often‐contested policy formulation, implementers face intense pressure to deliver results.
Jonas von Pfister, Nicolai Goritz, Giorgio Varanini, Adrien Ludot, Julian Nal, Maria Proestou, Alexandra Gottinger   +6 more
wiley   +1 more source

Beyond procedural justice: Power, identity and the asymmetric architecture of public trust in security services. [PDF]

Br J Soc Psychol
Wood P.
europepmc   +1 more source

Is Evidence‐Based Policymaking an Environmental Studies Agenda? An Interpretive Review

Environmental Policy and Governance, EarlyView.
ABSTRACT Studies of knowledge development and use for public decision‐making can be found across the social sciences. There have been increasing calls for meaningful integration of the contrasting disciplinary perspectives on this topic, including from environmental and sustainability sciences.
Peter Tangney, Raisa Adamjee
wiley   +1 more source

Rethinking Giftedness in the Age of Generative AI: A Relational Epistemic Agency Model for Advanced Learners. [PDF]

J Intell
Umar ÇN.
europepmc   +1 more source