The fundamental role of subject matter knowledge in the teaching of science
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.
Related documents:This repository does not currently have the full-text of this item.
You may be able to access a copy if URLs are provided below.
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.
|Creators||Denley, P.and Bishop, K.|
|Departments||Faculty of Humanities & Social Sciences > Education|
Actions (login required)