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Behind the acquisition metaphor: conceptions of learning and learning outcomes in TLRP school‐based projects
Author(s) -
McGuinness Carol
Publication year - 2005
Publication title -
the curriculum journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.843
H-Index - 36
eISSN - 1469-3704
pISSN - 0958-5176
DOI - 10.1080/0958517042000336791
Subject(s) - metaphor , point (geometry) , curriculum , psychology , epistemology , mathematics education , sociology , pedagogy , linguistics , philosophy , mathematics , geometry
Using Sfard's distinction between acquisition and participation metaphors as an organizing principle, the twelve school‐based projects within the TLRP programme were overwhelmingly judged by the Learning Outcomes Thematic Group as belonging to the acquisition metaphor. In essence, this article advances the initial analyses in two directions: (1) it reconsiders the projects from the point of view of conceptions of learning rather than metaphor and (2) it analyses outcomes from the point of view of a distinction that is particularly pertinent to notions of acquisition and participation—knowing that v . knowing how. The reason is simple—to keep the spotlight on the widest range of learning and learning outcomes that is being researched in the programme and to avoid blurring differences that might be important for curriculum planners, for teachers and for assessment. In the final section, some general implications for assessment in classrooms are briefly discussed.