Ideology, Epistemology, Pedagogy and the National Curriculum for Science
The influence on primary science
Dados Bibliográficos
| ID | 12285331 |
|---|---|
| Autores | Michael Littledyke (a Cheltenham & Gloucester College of Higher Education , United Kingdom, autor correspondente) |
| Ano | 1996 |
| Volume | 4 |
| Fascículo | 1 |
| Páginas | 119-139 |
| Data de publicação | 1996-01-01 |
| Peer Reviewed | Sim |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | Curriculum Studies (JOURNAL) |
| Identificadores do periódico | ISSN: 0965-9757 • E-ISSN: 1747-5104 |
| Editora | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/0965975960040107 |
| OpenAlex | W1964078853 |
| Idioma | EN |
| Citações recebidas | 5 |
| Referências citadas | 47 |
This paper examines the ideological, epistemological and pedagogical implications of the National Curriculum for science and argues that a knowledge‐based, objectives and assessment‐led curriculum has positivist assumptions about the nature of science, an adaptive approach to education and can lead teachers to instrumental teaching methods. This is incompatible with constructivist perspectives which imply reconstructionist approaches to education and an emphasis on process in teaching and learning. It is proposed that the National Curriculum for science, as it has developed, is out of phase with current philosophical, scientific and pedagogical understanding. The influences on the development and implementation of the National Curriculum for science are discussed and some suggestions for development of constructivist approaches to primary science education are made
Constructivism (international relations · Constructivist teaching methods · Curriculum · Curriculum development · Curriculum theory · Engineering ethics · Epistemology · Ideology · Mathematics education · National curriculum · Nature of Science · Pedagogy · Political science · Politics · Positivism · Process (computing · Science education · Sociology · Teaching method · Computer Science · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Engineering · Philosophy · Psychology · Science Education and Pedagogy
Science Education for Environmental Education? Primary Teacher Perspectives and Practices
Using personal history to (re)envision a praxis of critical hope in the face of neoliberal fatalism
Primary children's views on science and environmental issues
Science education for environmental awareness
The curriculum as alchemy
Thought and language.
Ecology, Community and Lifestyle
The Origins of Order
A Brief History of Time
Order out of Chaos
Accommodation of a scientific conception
The structure of scientific revolutions
Schooling in capitalist America
Personal Knowledge
How to think about the `anti-science' phenomenon
The Making of a Counter Culture
Authentic activity and learning
The Great Education Reform Bill 1988 ‐ some issues and implications
The New Right and the national curriculum
The Education Reform Bill ‐ 44 years of progress
Primary teachers and the national curriculum
A longitudinal study of primary teachers’ perceived competence in, and concerns about, National Curriculum implementation
Toward a Transpersonal Ecology
Teachers’ Work, Curriculum and the New Right
Beyond Domination
Primary school teacher‐time and the national curriculum
Bending the Rules; The Baker 'Reform' of Education
A Lesson for Us All. The Making of the National Curriculum
The ‘new right’ and education
Assessing the National Curriculum
Bending the Rules
The psychology of intelligence
English Primary Education
Teachers' Beliefs About the Nature of Science and Their Relationship to Classroom Practice
| Obras citantes distintas | 5 |
|---|---|
| Citações por ano | 0,17 |
| Intervalo de citações | 1997 - 2020 (24) |
| Velocidade de citação | historical |
| Altamente citado | Não |
| Tipos de citação | Neutras: 5 |