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The fundamental role of subject matter knowledge in the teaching of science


Reference:

Denley, P. and Bishop, K., 1997. The fundamental role of subject matter knowledge in the teaching of science. School Science Review, 79 (286), pp. 65-71.

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Abstract

Secondary schools' expectations of their science teachers' subject matter knowledge are described. It is argued that, owing to other pressures, there is a danger that subject matter knowledge in science could be being squeezed out of postgraduate teacher education programmes. Strategies of peer group review and concept mapping are considered, which higher education institutions might employ in partnership with schools in order to re-establish the fundamental role that subject matter knowledge has in science teaching and to raise its status within initial teacher education.

Details

Item Type Articles
CreatorsDenley, P.and Bishop, K.
DepartmentsFaculty of Humanities & Social Sciences > Education
RefereedNo
StatusPublished
ID Code15337

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