Connected Knowledge in Science and Mathematics Education

Autor/in	Zohar, Anat
Titel	Connected Knowledge in Science and Mathematics Education
Quelle	In: International Journal of Science Education, 28 (2006) 13, S.1579-1599 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Epistemology; Science Education; Mathematics Education; Cognitive Development; Sex Fairness; Foreign Countries; Active Learning; Learning Processes; Thinking Skills; Gender Differences; Curriculum Development; Teaching Methods; Student Attitudes; United Kingdom + Suchen Sie Ihr Suchwort? Erkenntnistheorie; Naturwissenschaftliche Bildung; Mathematische Bildung; Kognitive Entwicklung; Sexualaufklärung; Ausland; Aktives Lernen; Learning process; Lernprozess; Denkfähigkeit; Geschlechterkonflikt; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Großbritannien
Abstract	While the traditional meaning of connected knowledge is valuable in some school subjects, it does not address the main activities of knowledge acquisition in subjects such as physics and mathematics. The goal of this article is to analyze the relationships between the concepts "learning for understanding" and "connected knowledge", a central theme in feminist epistemology. In learning for understanding, the learner forms multiple, intricate connections among the concepts she is studying in school, between school concepts and her everyday concepts, and between school concepts and their wider context. Viewing connected knowledge as tightly related to understanding has several important implications. It brings connected knowledge into the central learning activities that take place in school science and mathematics, and gives it a high status. It contributes to our understanding of gender-related patterns in thinking; and it may form a unifying theoretical framework for many studies and projects in the field of gender fair education. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10