Powerful Knowledge in Religious Education: Exploring Paths to A Knowledge-Based Education on Religions by Olof Franck & Peder Thalén

Author:Olof Franck & Peder Thalén
Language: eng
Format: epub
ISBN: 9783031231865
Publisher: Springer International Publishing

In an attempt to address this problem, there has been a growing move among curriculum developers to argue that science education should consider ‘Big Ideas’, namely ideas (or concepts) that are able to explain a wide range of scientific phenomena. These “ideas enable learners to see connections between different scientific ideas”, and when these ideas are connected, it becomes easier to use them in new scenarios than other, unconnected ones (Harlen, 2015a, p. 97).

The Big Ideas movement in science education—for so it has become—had modest beginnings: a two-and-a-half-day residential seminar for 12 participants in a remote venue on the shore of Loch Lomond. This was paid for by Wynne Harlen using the money she was awarded for winning the 2009 Purkwa Prize. The resulting document Principles and Big Ideas of Science Education (Harlen, 2010) was followed by a companion document Working with Big Ideas of Science Education (Harlen, 2015b). Within a decade, the principle behind big ideas in science education had been incorporated into curricula in South Korea (Choi et al., 2011), Australia (Mitchell et al., 2016) and Chile (Bravo González & Reiss, 2021) and influenced science curricula and draft science curricula in a number of other countries.

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