Knowledge practices: ‘doing the subject’ in undergraduate courses

Published on Dec 1, 2007in Curriculum Journal
· DOI :10.1080/09585170701687910
Charles Anderson11
Estimated H-index: 11
(Edin.: University of Edinburgh),
Dai Hounsell19
Estimated H-index: 19
(Edin.: University of Edinburgh)
This article addresses the themes of this special issue by examining the disciplinary dimensions of learning and teaching within undergraduate courses in the areas of biology and history. Key ways of thinking and practising that biology and history lecturers wished to foster in their students are identified. It presents a relational view of the role of these disciplinary ways of thinking and practising in undergraduate learning, and considers how domain knowledge exists in dynamic relationship with the practices that are implicated in its creation, interpretation and use. The epistemological challenges that students may face in grappling with a discipline are explored, and the intricate connection between the form and content of knowledge is highlighted. The article also points up the pedagogic actions that enabled students' affective and intellectual engagement with history.
  • References (36)
  • Citations (35)
#1Charles Anderson (Edin.: University of Edinburgh)H-Index: 11
#2Kate Day (Edin.: University of Edinburgh)H-Index: 6
Last.David Rollason (Durham University)H-Index: 7
view all 4 authors...
#1Dai Hounsell (Edin.: University of Edinburgh)H-Index: 19
#2Noel Entwistle (Edin.: University of Edinburgh)H-Index: 49
Cited By35
#1Sarah Barradell (Swinburne University of Technology)H-Index: 4
#2Sarah Barradell (Swinburne University of Technology)
Last.Simon Barrie (USYD: University of Sydney)H-Index: 13
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#1Jerremie Clyde (U of C: University of Calgary)H-Index: 3
#2Glenn Wilkinson (U of C: University of Calgary)H-Index: 2
#1Sarah Barradell (USYD: University of Sydney)H-Index: 4
#2Simon Barrie (USYD: University of Sydney)H-Index: 13
Last.Tai Peseta (USYD: University of Sydney)H-Index: 10
view all 3 authors...
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