The Transformation of Curricular Knowledge

Identifies a number of possible epistemological perspectives that can be taken on the changing nature of curricular knowledge in science and considers some of the normative characteristics of each. The varieties of knowledge and value perspectives associated with each inform teachers and students ho...

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Bibliographic Details
Published in:	Alberta journal of educational research Vol. 37; no. 4; p. 367
Main Author:	Kass, Heidi
Format:	Journal Article
Language:	English
Published:	01-12-1991
Subjects:	Curriculum Development Epistemology Knowledge Metacognition Perspective Taking Science Curriculum Values
Online Access:	Get more information
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Summary:	Identifies a number of possible epistemological perspectives that can be taken on the changing nature of curricular knowledge in science and considers some of the normative characteristics of each. The varieties of knowledge and value perspectives associated with each inform teachers and students how they are expected to think about the subject. (KS)
ISSN:	0002-4805