Interesting comparison with history - I have just been writing about the persistent skills v knowledge dichotomy that applies in history or, probably more accurately, in history curriculum and pedagogy rhetoric. While there may be more obvious prescribed knowledge in history, how it is approached and prioritised in relation to skills and concepts, in a crowded curriculum space, is unclear. As is the outcome for students.
Interesting comparison with history - I have just been writing about the persistent skills v knowledge dichotomy that applies in history or, probably more accurately, in history curriculum and pedagogy rhetoric. While there may be more obvious prescribed knowledge in history, how it is approached and prioritised in relation to skills and concepts, in a crowded curriculum space, is unclear. As is the outcome for students.