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Deng Zongyi (2007). « Knowing the subject matter of a secondary‐school science subject ». Journal of Curriculum Studies, vol. 39, n° 5, octobre, p. 503–535. ISSN 0022-0272. En ligne : <http://dx.doi.org/10.1080/00220270701305362>. 
Added by: Catherine Reverdy (05 Feb 2015 15:28:34 Europe/Paris)
Resource type: Journal Article
DOI: 10.1080/00220270701305362
ID no. (ISBN etc.): 0022-0272
BibTeX citation key: Deng2007
Categories: General
Subcategories: Interdisciplinarité
Keywords: curriculum
Creators: Deng
Collection: Journal of Curriculum Studies
Views: 1623/1742
Views index: 26%
Popularity index: 6.5%
URLs     http://dx.doi.org/ ... /00220270701305362
Abstract     
This paper examines the fundamental yet largely neglected distinction between school subjects and academic disciplines in the discourse on teachers’ specialized subject‐matter knowledge. It analyses and critiques the curricular positions embedded in that discourse in the light of five possible relationships between school subjects and academic disciplines. Invoking Dewey’s logical‐psychological distinction and research findings, the paper argues that the subject matter of a secondary‐school science subject instead of the subject matter of its parent academic discipline lies at the heart of secondary‐school science teachers’ specialized subject‐matter knowledge. Knowing such subject matter entails knowing five intersecting dimensions: the logical, the psychological, the pedagogical, the epistemological, and the sociocultural. Implications are drawn concerning theorizing about what secondary‐school science teachers need to know about the subject matter they are expected to teach, subject‐matter preparation for teaching, and the development of secondary‐school science curriculum materials.
Added by: Catherine Reverdy  
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