Abstract
In this paper, I focus on Grant Wiggins' theory of "uncoverage", and clarify the intention embedded in the instructional theory. "Uncoverage" learning attempts to uncover "big ideas" that lie at the heart of subjects by inquiring with "essential questions". In the late 1980s, Wiggins was concerned about "thoughtless mastery" caused by "coverage" curricula that intended to teach everything important, and by teaching thinking skills that tended to deal with only logical skills. To overcome that problem, he emphasized that it is important to keep on exploring questions. In the Coalition of Essential Schools, for example, it was tried to organize curricula around "essential questions", which included two types of questions: one is the question that approaches structures of discipline, and the other is the one that gives attention to dispositions. Wiggins demanded inquiries with appropriate dispositions. Now these inquiries are supposed to be assessed by the performances derived from "Six Facets of Understanding". In order for assessment tasks to be carried out in realistic situations that will make students exhibit such performances, Wiggins proposed "authentic assessment". Wiggins' theory of curriculum & instruction consistently aims to educate new dispositions in approaching structures of discipline.
