Epistemic Insight and Classrooms with Permeable Walls

Autor/inn/en	Billingsley, Berry; Arias, Andrea Ramos
Titel	Epistemic Insight and Classrooms with Permeable Walls
Quelle	In: School Science Review, 99 (2017) 367, S.44-53 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6811
Schlagwörter	Epistemology; Secondary School Curriculum; Interdisciplinary Approach; Science Course Improvement Projects; Graduation Requirements; Behavioral Objectives; Educational Strategies; Classroom Techniques; Teaching Methods; Foreign Countries; National Curriculum; United Kingdom (England) + Suchen Sie Ihr Suchwort? Erkenntnistheorie; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Abschlussordnung; Lehrstrategie; Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland
Abstract	The boundaries between subject disciplines in secondary education today make it difficult for students to see their subjects in context. However, examining the secondary curriculum in England shows that there are a wealth of opportunities for making links and helping to develop students' epistemic insight and scholarly thought. This article provides concrete examples of these opportunities and offers a view into ongoing research by the LASAR Centre at Canterbury Christ Church University (UK), which supports teachers in bridging subject boundaries through a strategy called Classrooms with Permeable Walls. (As Provided).
Anmerkungen	Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1-707-283000; Fax: +44-1-707-266532; e-mail: info@ase.org.uk; Web site: http://www.ase.org.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01