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ERIC Number: EJ779905
Record Type: Journal
Publication Date: 2007-Dec
Pages: 17
Abstractor: Author
Reference Count: 40
ISSN: ISSN-0958-5176
Transforming Domain Knowledge: A Systemic View at the School Curriculum
Hameyer, Uwe
Curriculum Journal, v18 n4 p411-427 Dec 2007
"What happens to domain knowledge on its way into the school curriculum?" The article explores this question from a systems view of the knowledge transformation process. This process is not only bound to "contextual knowledge" about "social forces" but also to the school's own "educational knowledge" framework. Further, utilizing knowledge depends on images of "learning" and "learners" which have a powerful impact on the "enacted" school curriculum ("instructional knowledge"). The rationale "and" meaningfulness of a syllabus or a curriculum, of materials, media or textbooks also affect what is learned and taught ("curriculum knowledge"). In addition, our images of meaningful learning filter how domain knowledge is represented in the curriculum and put into practice. A conceptual framework is developed to understand the complexity of knowledge transformation with regard to learning purposes and recommendations for research. (Contains 2 figures, 1 table and 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany