Instruction and enquiry both get learning moving

It is often assumed that a ‘knowledge-rich’ curriculum requires direct instruction techniques. But science teacher Alex Black believes that schools must also use ‘epistemic enquiry’ to help young people grasp complex ideas and make connections between them

Magazine article image

Much of the debate surrounding a knowledge-rich curriculum has been premised on the claim that it implies the need for a direct instruction model of learning (or guided instruction as Paul Kirschner has termed it – see

I do not want to make the alternative claim that a project-based/enquiry-led teaching model is the preferred pedagogical foundation for a knowledge-rich curriculum. But I would like to explore the concept of “epistemic enquiry” and its fruitfulness in clarifying what “knowledge-rich” actually means – and how such a curriculum might best be delivered.

I ...

Subscribe to get access to the content on this page.

If you are already a Tes/ Tes Scotland subscriber please log in with your username or email address to get full access to our back issues, CPD library and membership plus page.

Not a subscriber? Find out more about our subscription offers.

Subscribe now