ii) why is this? How do the distinctions between (say) university maths and school maths *differ from* the distinctions between university history and school history? Students must learn to value artistic expressions and, to a certain extent, to be able to generate them themselves. All of this notwithstanding, the overriding focus in schools should be substantive knowledge: if I had to put a figure on it I might be tempted to go 90:10 substantive to disciplinary. activity, disciplinary knowledge, practices. In my experience, I don’t even think teachers know what disciplines are; I’ve only started to piece it together very recently, thanks to sufficient fragments from chance conversations, and I’m not even sure I have it 100% on the money! In addition, they must also be able to adapt to the social environment and relate adequately to it. When I began teaching, back in 2003, I was frequently told that I was a teacher first and subject specialist second. Often there are key moments where we can point to maths and science having the chance to go one way or the other: Descartes hypothesised that light was made up of rotating particles whose angular velocity was modified by a prism. I think this doesn’t have just to be about the creation of new knowledge: it’s also about learning how the knowledge we have today was delivered to us. Generally though most people currently interpret ‘disciplinary’ knowledge as ‘learning how to do history’ or ‘learning how to do biology’, when really this is only one part of what might be understood as disciplinary knowledge. Pingback: Don’t teach children to think like a scientist, but… | …to the real. We often seem to give a lot of weight to how new knowledge is created in a discipline, as this is how those who have mastered an academic discipline tend to spend their time. My tentative answer to that question is that if there is a vacuum in curriculum knowledge at senior level (i.e. Like the basic competences, they are organized around different disciplines, but within them there is a greater division by fields. Matt, in his talk at ResearchEd Northampton, suggested it is the “organising structures” of the substantive knowledge that we teach. Discipline is a well organized body of knowledge which has a … Thanks for this comment Christine, really interesting to read. Each discipline represents knowledge and the ways of producing and communicating that knowledge differently, resulting in a different approach to reading. Yet… as a distinction, it’s very useful. There are also extended disciplinary competences depending on the level of knowledge one wants to achieve. Interestingly, I then would note that ‘measurement error’ is possibly part of the substantive knowledge of mathematics, while ‘inductive reasoning’ is part of the substantive knowledge of philosophy…. Generally though most people currently interpret ‘disciplinary’ knowledge as ‘learning how to do history’ or ‘learning how to do biology’, when really this is only one part of what might be understood as disciplinary knowledge. In an increasingly globalized world it is essential that people learn how to behave and what is expected of them in different societies and cultures. Related to personality traits that facilitate adequate communication. A discipline is a systematized body of knowledge in a well planned structure. I agree with all of the points you made. Conjecture and proof. I do get the sense that there is something a bit more to disciplinary knowledge, as you say. This competence is responsible for everything related to the arts and cultural heritage, both of one's own culture and of others. "Key competences"in: Ministry of education, culture and sport. In this category are grouped study techniques as well as reasoning, planning and information search capabilities. Empirical experimentation. Choosing basic and extended competencies appropriate to the level and age of the students helps make the education process much more effective. Change ). In higher education systems (such as baccalaureate or university education), basic competences are expanded with the so-called extended disciplinary competences. Source analysis. – the specialised knowledge that pupils would otherwise not get). Retrieved into: March 12, 2018 from the Ministry of education, culture and sport: mecd.gob.es. Clarity about some of these questions would have obviated some of the catastrophes of the last 20 years, namely, forcing blanket assessment structures on all subjects (such as LDs, which, where applied as the main means of identifying ‘progression’ have been so damaging for systematic growth of substantive knowledge in history); and talking at cross purposes in schools over a huge range of issues, from assessment to the madness of insisting that Blooms Taxonomy shapes all lesson objectives. Your axes seem to me a very good place to start in all our efforts to theorise that absent tier of leadership knowledge. 1. Retrieved into: March 12, 2018 from the Ministry of education, culture and sport: mecd.gob.es. Take the example of key stage two writing below. Knowing your subject: The role of disciplinary knowledge in effective teaching. It’s much easier to see and understand what engineers do; they build stuff! Thanks to these they can achieve a good personal, professional and social development, in such a way that they can adapt to the living conditions of the developed world.

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