TY - JOUR
AU - Posner, George J.
AB - Tools for Curriculum Research and Development: Potential Contributions from Cognitive Science GEORGE J. POSNER Cornell University The primary purpose of this article is to explore the potential application of techniques and concepts from a new interdisciplinary field, cognitive science, to the tasks that confront curriculum researchers and developers. If we begin with the assumption that curriculum work is, at least in part, work on "the course of study-the content" (Huebner 1976, p. 156), then we can ask about the extent to which new tools recently developed in cognitive science can contribute to the development of courses of study and to research on the content of education. First let us acknowledge that content as a concept is so vague that any attempt to use it as a focus for scholarship is destined to meet with frustra­ tion. After all, "process is content" (Parker and Rubin 1966) and so is "affect" (Weinstein and Fantini 1970). Without denigrating these aspects of content, the focus of this article will be limited to conceptual content and, in particular, conceptual content drawn from the disciplines. According to advocates of the disciplines, encounters with disciplined knowledge offer students the following: (a) an understanding of genera­ tive 
TI - Tools for Curriculum Research and Development: Potential Contributions from Cognitive Science
JF - Curriculum Inquiry
DO - 10.1080/03626784.1978.11075579
DA - 1978-12-01
UR - https://www.deepdyve.com/lp/taylor-francis/tools-for-curriculum-research-and-development-potential-contributions-Gs67Ym0PYl
SP - 311
EP - 340
VL - 8
IS - 4
DP - DeepDyve
ER -