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Cumulative and Segmented Learning: Exploring the Role of Curriculum Structures in Knowledge-Building
Peer reviewed
Direct linkMaton, Karl – British Journal of Sociology of Education, 2009
The present article extends Basil Bernstein's theorisation of "discourses" and "knowledge structures" to explore the potential of educational knowledge structures to enable or constrain cumulative learning, where students can transfer knowledge across contexts and build knowledge over time. It offers a means of overcoming…
Descriptors: Professional Education, Educational Theories, Learning Theories, Learning Processes
