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ERIC Number: EJ1029357
Record Type: Journal
Publication Date: 2014
Pages: 21
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: ISSN-0022-0272
History and the Relationship between Scientific and Pedagogical Knowledge: Anatomy Lectures Then and Now
Roth, Wolff-Michael; Friesen, Norm
Journal of Curriculum Studies, v46 n2 p180-200 2014
In recent years, school science has been the target of increasing critique for two reasons. On the one hand, it is said to enforce "epic" images of science that celebrate the heroes and heroic deeds that established the scientific canon and its methods and thereby falsifies the history and nature of science. On the other hand, the sciences are presented as objective, making factual statements independent of location and time--a claim that runs counter to the current mainstream canon of scientific knowledge as socially and individually constructed. In this article, we suggest that contexts leading to new scientific knowledge make science objective and subjective simultaneously. Our approach, which focuses on the performative dimensions of (school) science, works to overcome the distinctions between knowledge and knowing and the associated distinction between theory and practice. We show the significance of the performative dimension through a comparison of anatomy lectures and texts from the 17th century and in present-day biology classrooms. We underscore the need to retain and investigate the historical connections between the founding of (scientific) knowledge and its present-day form taught in schools.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Grade 12; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A