NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ905680
Record Type: Journal
Publication Date: 2009
Pages: 12
Abstractor: As Provided
Reference Count: 30
ISBN: N/A
ISSN: ISSN-1305-8223
Translating a "Relevance Imperative" into Junior Secondary Mathematics and Science Pedagogy
Darby, Linda
EURASIA Journal of Mathematics, Science & Technology Education, v5 n3 p277-288 2009
Inquiries into the state of mathematics and science education in Australia express the need to make curriculum and teaching practices more relevant and meaningful to students' lives. This vision requires that teachers understand how relevance can enter the classroom in meaningful, appropriate, and subject-specific ways. In this paper I use interview data and classroom excerpts to explore junior secondary teachers' responses to what I call a "relevance imperative". The data shows that relevance is a multi-faceted construct that is constructed differently by teachers depending on their socio-historical experience with the subject culture. Implications for teachers teaching out-of-field and how we conceive of teachers as subject specialists are discussed, and suggestions for future research are given. (Contains 2 tables and 1 figure.)
EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia