nature of disciplinary knowledge

2020-11-13T12:14:31+00:00

�*� ,R 24 0 obj 5 0 obj 34 0 obj 4 0 obj <>stream endobj 8 0 obj <>/ExtGState<>/ProcSet [/PDF /Text /ImageB /ImageC /ImageI]/Font<>>>/CropBox[42 55 489 720]/ArtBox[20.35 21.1675 513.634 723.65]/MediaBox[0.0 0.0 535.2 744.0]/Rotate 0>> %���� x�+� <>>> Reasons for success and fail- ure are manifold. 7 0 obj endobj �*� ,R endobj endstream <>stream endstream x�+� endobj <>stream 32 0 obj endstream endstream When I began teaching, back in 2003, I was frequently told that I was a teacher first and subject specialist second. 6 0 obj � �R 21 0 obj 47 0 obj In contrast, studies of interdisciplinarity raise to self-consciousness questions about how interdisciplinarity works, the nature and history of disciplinarity, and the future of knowledge in post-industrial society. � �R endobj endobj �*� ,R <>stream endobj 10 0 obj x�S�*� endstream endobj endstream 3 0 obj endobj endstream 1 0 obj endstream endobj endstream endobj �*� ,R <>>> The author has discussed the background to her research into knowledge creation. � �R endobj 19 0 obj x�+� <>stream 25 0 obj 33 0 obj endobj endstream 28 0 obj <>>> <>stream endstream �*� ,R 36 0 obj endobj THE NATURE OF A DISCIPLINE-CENTERED CURRICULAR APPROACH. endobj �*� ,R x�S�*� endobj endstream <>>> in its most general sense discipline means instruction, which is a relational term requiring two things for its exemplification-- teaching and learning. /�aD��# �����b�B�`z���DT%>�^��4_`��4���2,5�&;? <>>> x�u��1sU�*��ϖ��6 �}�Y$��v�;+K8�I��z!�/m���A#�N�_Q�a}�_�ĘE��Ʌ�,p�%vN.���̧'����:E���$� ���]�O�|�muO�&�,�����\��8����z��N� 37 0 obj x�S�*� IN ITS MOST GENERAL SENSE DISCIPLINE MEANS INSTRUCTION, WHICH IS A RELATIONAL TERM REQUIRING TWO THINGS FOR ITS EXEMPLIFICATION-- TEACHING AND LEARNING. 38 0 obj endobj <>>> This paper will enable student-teachers to reflect on the nature and role of disciplinary knowledge in the school curriculum, the paradigm shifts in the nature of disciplines, with some discussion on the history of the teaching of subject areas in schools (Montuschi, 2003; Porter, Porter, & … 17 0 obj � �R x�+� � �R endobj We have discussed the arrival of the knowledge worker in the late twentieth and early twenty-first centuries, the interdisciplinary nature of knowledge management, and the arrival of PKM inclusive of the web environment. x�S�*� x�S�*� endobj 11 0 obj <>>> <>stream 20 0 obj endstream x�+� THUS PRACTICAL RULES OF CONDUCT AND ORGANIZED BODIES OF KNOWLEDGE BECOME VIABLE MEANINGS WITH RESPECT TO A DISCIPLINE-CENTERED CURRICULAR APPROACH. x�+� 39 0 obj 41 0 obj endobj <>stream Knowing your subject: The role of disciplinary knowledge in effective teaching. � �R endobj endobj <>>> 45 0 obj x�+� %PDF-1.4 x�+� endobj �*� ,R 22 0 obj nature of disciplinary knowledge Sherran Clarence* and Sioux McKenna Rhodes University, South Africa Much academic development work that is framed by academic literacies, especially that focused on writing, is concerned with disciplinary conventions and knowledges: conceptual, practical, <>>> x�S�*� endobj x�+� �*� ,R endstream � �R endobj <>stream <>stream endobj endstream <>>> endobj 31 0 obj 18 0 obj endobj endstream �*� ,R endstream <>stream 29 0 obj x�+� Interdisciplinary research can succeed or not. endstream x�+� endobj endobj endstream 16 0 obj Changing perspectives. <>stream <>stream <>>> <>stream 27 0 obj endobj endstream 14 0 obj <>>> H��V�n�6�c��#U�4I�"����m���} �B+)�[2d)��|�!%_b��sA�H�83gf�j��e�����e��!����Sop5�2A�7 ����(���?O)�[�ah�۞q����# x�S�*� In other words, this lay definition is also not the preoccupation of disciplinarity in regard to research, science, and the pursuit of knowledge. Mark Enser May 2018 Open Access Teachers as learners. endstream instruction involves bringing about behavioral change through regulated behavior, therefore discipline also means regulation. <>stream <>stream These boundaries are the rivers 46 0 obj endobj <>stream <>>> �|Y�I����c?dp����"��ʊ��3��wq�/^C��HF;;�㪎�a��B����k� 6�S�h��.B����Mx�c�SM����M~�rj-_��4���0�8��Z�N���HQ� %,�B .�/��*���3z��o����C�4m��Nq1�)b��=���ŷ�D�]Ee. �*� ,R <>stream <>stream <>stream x�+� endobj <>>> ]���R{�=�?n�>stream x�S�*� endobj I argue that one of the explanations for success is a thorough understanding of the nature of disciplinary boundaries. INSTRUCTION INVOLVES BRINGING ABOUT BEHAVIORAL CHANGE THROUGH REGULATED BEHAVIOR, THEREFORE DISCIPLINE ALSO MEANS REGULATION. Developing academic literacies through understanding the nature of disciplinary knowledge. 30 0 obj <>stream endobj 23 0 obj �*� ,R 26 0 obj x�S�*�2P0P0Tr�2�3W(�216S051�3V��213��s���Z+�����C� u�\ ��� 35 0 obj 44 0 obj endstream As a geography teacher I know that I need to be prepared to engage with how disciplinary practices work and ensure I teach with attentiveness to the nature of geographical knowledge, so that my students can fully appreciate that geographical knowledge is not something given, but is a product of scholarly research and critique. 40 0 obj <>>> � �R endobj 15 0 obj It follows that we can expect disciplinary to be “of or pertaining to the character of discipline.” <>stream <>>> <>stream endstream �*� ,R imparted to discipline in the sense being developed here. 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