Knowledge at the Crossroads?

Physics and History in the Changing World of Schools and Universities

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Curricula, Educational Reform
Cover of the book Knowledge at the Crossroads? by Lyn Yates, Peter Woelert, Victoria Millar, Kate O'Connor, Springer Singapore
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Author: Lyn Yates, Peter Woelert, Victoria Millar, Kate O'Connor ISBN: 9789811020810
Publisher: Springer Singapore Publication: October 26, 2016
Imprint: Springer Language: English
Author: Lyn Yates, Peter Woelert, Victoria Millar, Kate O'Connor
ISBN: 9789811020810
Publisher: Springer Singapore
Publication: October 26, 2016
Imprint: Springer
Language: English

There is much discussion about what needs to change in education institutions in the 21st century, but less attention given to how core disciplinary studies should be considered within that context. This book is based on a major 4-year research study of history and physics in the changing environment of schools and universities in Australia. Are these forms of knowledge still valuable for students? Are they complementary to, or at odds with the concerns about ‘21st century skills’, interdisciplinary and collaborative research teams, employability and ‘learner-centred’ education? How do those who work in these fields see changes in their disciplines and in their work environment? And what are the similarities and differences between the experiences of teachers and academics in physics and those in history? The book draws on interviews with 115 school teachers and university academics to provide new perspectives on two important issues. Firstly, how, for the purposes of today’s schools and universities, can we adequately understand knowledge and knowledge building over time? Secondly, what has been productive and what has been counter-productive in recent efforts to steer and manage the changes in Australia?

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

There is much discussion about what needs to change in education institutions in the 21st century, but less attention given to how core disciplinary studies should be considered within that context. This book is based on a major 4-year research study of history and physics in the changing environment of schools and universities in Australia. Are these forms of knowledge still valuable for students? Are they complementary to, or at odds with the concerns about ‘21st century skills’, interdisciplinary and collaborative research teams, employability and ‘learner-centred’ education? How do those who work in these fields see changes in their disciplines and in their work environment? And what are the similarities and differences between the experiences of teachers and academics in physics and those in history? The book draws on interviews with 115 school teachers and university academics to provide new perspectives on two important issues. Firstly, how, for the purposes of today’s schools and universities, can we adequately understand knowledge and knowledge building over time? Secondly, what has been productive and what has been counter-productive in recent efforts to steer and manage the changes in Australia?

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