Exploring the boundary between school science and everyday knowledge in primary school pedagogic practices

Sikoyo, Leah Namarome; Jacklin, Heather Joan

doi:10.1080/01425690903235235

Cited by 9 publications

(4 citation statements)

References 19 publications

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“…Despite this, there is broad agreement (that is, here on earth, today) on what content is usually included within chemistry as a curriculum subject. It has been argued that curriculum subjects vary in the extent to which they have clear boundaries (Sikoyo and Jacklin 2009) and chemistry would generally be considered a subject where there is 'strong classification' (Bernstein and Solomon 1999), such that boundaries between chemistry and other disciplines, or indeed between disciplinary chemical knowledge and vernacular folk knowledge, are relatively clear. That is, there is likely to be general agreement over what counts as chemistry and what does not.…”

Section: Potential Scopementioning

confidence: 99%

Conceptual confusion in the chemistry curriculum: exemplifying the problematic nature of representing chemical concepts as target knowledge

Taber

2019

Found Chem

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This paper considers the nature of a curriculum as presented in formal curriculum documents, and the inherent difficulties of representing formal disciplinary knowledge in a prescription for teaching and learning. The general points are illustrated by examining aspects of a specific example, taken from the chemistry subject content included in the science programmes of study that are part of the National Curriculum in England (an official document published by the UK government). In particular, it is suggested that some statements in the official curriculum document are problematic if we expect a curriculum to represent canonical disciplinary knowledge in an unambiguous and authentic manner. The paper examines the example of the requirement for English school children to be taught that chemical reactions take place in only three different ways (i.e., proton transfer; electron transfer; electron sharing) and considers how this might be interpreted in terms of canonical chemistry and within the wider context of other curriculum statements, in order to make sense of neutralisation and precipitation reactions. It is argued that although target knowledge that is set out as the focus of teaching and learning cannot be identical to disciplinary knowledge, the English National Curriculum offers a representation of chemistry which distorts and confuses canonical ideas. It is suggested that the process of representing the disciplinary knowledge of chemistry as curriculum specifications is worthy of more scholarly attention.

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Section: Potential Scopementioning

confidence: 99%

Conceptual confusion in the chemistry curriculum: exemplifying the problematic nature of representing chemical concepts as target knowledge

Taber

2019

Found Chem

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“…Igualmente, los procesos de 2007Incidencia de las reformas educativas en las prácticas pedagógicas de los docentes -Nueva Zelanda. Taber, K. S. 2010Inclusión de perspectiva constructivista en el currículo oficial Inglés -Inglaterra Sikoyo, L. N., & Jacklin, H. (2009) Se analizan las prácticas pedagógicas de 16 docentes de la escuela primaria de Uganda, para revisar las relaciones entre la ciencia escolar y el conocimiento cotidiano, en el contexto de una innovación curricular. 2013Con profesores de física, química y Biología, se analizan los procesos de recontextualización de las políticas, en el discurso pedagógico de los profesores-Brasil.…”

Section: Tendencia No 2 Estudios De Los Currículos Oficiales Y Su Reunclassified

“…Fuente: elaboración propia Un primer asunto que emerge es la relación de los currículos oficiales de ciencias y las prácticas de los maestros, por ejemplo, se encontró un estudio en Nueva Zelanda en donde los maestros de ciencias valoraron de manera positiva la elaboración de módulos con énfasis en el laboratorio para los cursos de ciencias físicas en el marco de las recientes reformas estructurales de la educación en este país (VLAARDINGERBROEK;TAYLOR, 2007); otro estudio muestra, que durante la última década, las recomendaciones para la pedagogía en el aula con una amplia guía oficial emitidas para los profesores de ciencias que trabajan en Inglaterra se han basado explícitamente en principios constructivistas. Sin embargo, ha habido poco debate público sobre este aspecto de la orientación, o su recepción por parte de los docentes (TABER, 2010); como un artículo relevante se ubicó el estudio con docentes de la educación primaria en Uganda, en donde desde el plan de estudios se promueve una ciencia que integre el conocimiento cotidiano y el de las asignaturas científicas; se encontró que las escuelas de alto rendimiento es donde los docentes retomaron el conocimiento cotidiano como recurso de aprendizaje de las ciencias (SIKOYO;JACKLIN, 2009).…”

Section: Tendencia No 2 Estudios De Los Currículos Oficiales Y Su Reunclassified

El Estudio De Los Currículos Oficiales De Ciencias Naturales en El Marco Del Conocimiento Escolar: Tendencias Investigativas

Navas

Rivera

2019

RPE

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En el marco de la tesis doctoral “El Conocimiento Escolar en los Lineamientos Curriculares, los Estándares Básicos de Competencias y los Derechos Básicos del Aprendizaje para el área de Ciencias Naturales en Colombia: Estudio de caso”, se llevó a cabo una revisión de antecedentes investigativos para poder contar con una aproximación del estado actual de la investigación de los currículos oficiales en ciencias. Para este fin se desarrolló una ruta que inició con la definición de los criterios de búsqueda y llegó hasta la identificación y análisis de las tendencias a partir de la revisión a profundidad de los documentos seleccionados. Los resultados nos indican la preponderancia que ha venido tomando la investigación de los currículos oficiales de ciencias desde diferentes perspectivas, sin embargo son escasas las investigaciones que dan cuenta del conocimiento escolar en los currículos oficiales de ciencias naturales.

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“…This article focuses primarily on the first two aspects of the problem-solving approach. The third feature of the problem-solving approach has been reported elsewhere (Sikoyo & Jacklin, 2009). …”

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confidence: 99%

Contextual challenges of implementing learner‐centred pedagogy: the case of the problem‐solving approach in Uganda

Sikoyo

2010

Cambridge Journal of Education

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This article explores teachers' experiences of implementing the problem-solving approach; a learner centred pedagogic innovation prescribed by a centrally mandated curriculum in Uganda. It presents teachers' interpretations of the pedagogic principles suggested by the innovation as well as their accounts of challenges of implementing the pedagogic approach. The findings suggest that the teachers' implementation of the problem-solving approach was far more regulated by contextual affordances and constraints within schools and the broader education system and society than by their interpretations of the official curriculum. These findings highlight the influence of structural contextual factors in regulating pedagogic practice and teachers' take-up of learner-centred pedagogies in Africa. The evidence from this paper suggests the need for education researchers in developing countries such as Uganda to focus on helping teachers develop strategies for teaching large classes as learner-centred pedagogies have a bleak future in the region.

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Exploring the boundary between school science and everyday knowledge in primary school pedagogic practices

Cited by 9 publications

References 19 publications

Conceptual confusion in the chemistry curriculum: exemplifying the problematic nature of representing chemical concepts as target knowledge

Conceptual confusion in the chemistry curriculum: exemplifying the problematic nature of representing chemical concepts as target knowledge

El Estudio De Los Currículos Oficiales De Ciencias Naturales en El Marco Del Conocimiento Escolar: Tendencias Investigativas

Contextual challenges of implementing learner‐centred pedagogy: the case of the problem‐solving approach in Uganda

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