Transforming knowledge into learnable content

Abstract

Two approaches are drawn together to suggest a strategy for content planning: the epistemological description of the domain knowledge and the cognitive analysis of the learner’s knowledge structures. We assume that knowledge and higher cognitive skills are acquired within a domain specific environment and are determined by specific content features. Scientific knowledge could be described in terms of theory, models and experimental field. Hence, these levels and their relationships should be taken into account during content planning and implementation. This approach could also be used for modelling aspects of pupils’ learning about physical phenomena. We suggest prescriptions for structuring and sequencing knowledge to be taught at both a macro-strategic level of content planning and a micro-tactic level of task design.