Transforming Domain Knowledge: A Systemic View at the School Curriculum

Autor/in	Hameyer, Uwe
Titel	Transforming Domain Knowledge: A Systemic View at the School Curriculum
Quelle	In: Curriculum Journal, 18 (2007) 4, S.411-427 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
Schlagwörter	Textbooks; Theory Practice Relationship; Knowledge Level; Knowledge Base for Teaching; Curriculum Development; Pedagogical Content Knowledge; Social Influences; Instructional Materials; Educational Research; Science Instruction; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Textbook; Text book; Schulbuch; Lehrbuch; Theorie-Praxis-Beziehung; Wissensbasis; Teaching theory; Theory of teaching; Unterrichtstheorie; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Pädagogische Kompetenz; Sozialer Einfluss; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Bildungsforschung; Pädagogische Forschung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Deutschland
Abstract	"What happens to domain knowledge on its way into the school curriculum?" The article explores this question from a systems view of the knowledge transformation process. This process is not only bound to "contextual knowledge" about "social forces" but also to the school's own "educational knowledge" framework. Further, utilizing knowledge depends on images of "learning" and "learners" which have a powerful impact on the "enacted" school curriculum ("instructional knowledge"). The rationale "and" meaningfulness of a syllabus or a curriculum, of materials, media or textbooks also affect what is learned and taught ("curriculum knowledge"). In addition, our images of meaningful learning filter how domain knowledge is represented in the curriculum and put into practice. A conceptual framework is developed to understand the complexity of knowledge transformation with regard to learning purposes and recommendations for research. (Contains 2 figures, 1 table and 1 note.) (Author).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10