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dc.contributor.authorRoth, Michael
dc.contributor.authorFriesen, Norm
dc.date.accessioned2017-05-03T15:37:06Z
dc.date.available2017-05-03T15:37:06Z
dc.date.issued2014
dc.identifier.issn00220272
dc.identifier.doi10.1080/00220272.2013.773597
dc.identifier.urihttp://hdl.handle.net/10072/67706
dc.description.abstractIn recent years, school science has been the target of increasing critique for two reasons. On the one hand, it is said to enforce 'epic' images of science that celebrate the heroes and heroic deeds that established the scientific canon and its methods and thereby falsifies the history and nature of science. On the other hand, the sciences are presented as objective, making factual statements independent of location and time-a claim that runs counter to the current mainstream canon of scientific knowledge as socially and individually constructed. In this article, we suggest that contexts leading to new scientific knowledge make science objective and subjective simultaneously. Our approach, which focuses on the performative dimensions of (school) science, works to overcome the distinctions between knowledge and knowing and the associated distinction between theory and practice. We show the significance of the performative dimension through a comparison of anatomy lectures and texts from the 17th century and in present-day biology classrooms. We underscore the need to retain and investigate the historical connections between the founding of (scientific) knowledge and its present-day form taught in schools.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent503351 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoeng
dc.publisherRoutledge
dc.publisher.placeUnited Kingdom
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom180
dc.relation.ispartofpageto200
dc.relation.ispartofissue2
dc.relation.ispartofjournalJournal of curriculum studies
dc.relation.ispartofvolume46
dc.rights.retentionY
dc.subject.fieldofresearchCurriculum and Pedagogy Theory and Development
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchcode130202
dc.subject.fieldofresearchcode1302
dc.titleHistory and the relationship between scientific and pedagogical knowledge: anatomy lectures then and now
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.rights.copyright© 2014 Routledge, Taylor & Francis. This is an electronic version of an article published in Journal of Curriculum Studies, Vol.46(2), 2014, pp.180-220. Journal of Curriculum Studies is available online at: http://www.tandfonline.com with the open URL of your article.
gro.date.issued2015-09-16T05:33:43Z
gro.hasfulltextFull Text
gro.griffith.authorRoth, Michael


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