Foundations of Chemistry 22 (2):309-334 (2020)

Authors
Abstract
This paper considers the nature of a curriculum as presented in formal curriculum documents, and the inherent difficulties of representing formal disciplinary knowledge in a prescription for teaching and learning. The general points are illustrated by examining aspects of a specific example, taken from the chemistry subject content included in the science programmes of study that are part of the National Curriculum in England. In particular, it is suggested that some statements in the official curriculum document are problematic if we expect a curriculum to represent canonical disciplinary knowledge in an unambiguous and authentic manner. The paper examines the example of the requirement for English school children to be taught that chemical reactions take place in only three different ways and considers how this might be interpreted in terms of canonical chemistry and within the wider context of other curriculum statements, in order to make sense of neutralisation and precipitation reactions. It is argued that although target knowledge that is set out as the focus of teaching and learning cannot be identical to disciplinary knowledge, the English National Curriculum offers a representation of chemistry which distorts and confuses canonical ideas. It is suggested that the process of representing the disciplinary knowledge of chemistry as curriculum specifications is worthy of more scholarly attention.
Keywords No keywords specified (fix it)
Categories (categorize this paper)
ISBN(s)
DOI 10.1007/s10698-019-09346-3
Options
Edit this record
Mark as duplicate
Export citation
Find it on Scholar
Request removal from index
Translate to english
Revision history

Download options

PhilArchive copy


Upload a copy of this paper     Check publisher's policy     Papers currently archived: 51,304
External links

Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
Through your library

References found in this work BETA

No references found.

Add more references

Citations of this work BETA

No citations found.

Add more citations

Similar books and articles

Curriculum Design and Epistemic Ascent.Christopher Winch - 2012 - Journal of Philosophy of Education 46 (4):128-146.
Curriculum Design and Epistemic Ascent.Christopher Winch - 2013 - Journal of Philosophy of Education 47 (1):128-146.
Curriculum and Subject Matter.John P. Portelli - 1987 - Analytic Teaching and Philosophical Praxis 7 (1).
The Medical Humanities: Toward a Renewed Praxis. [REVIEW]Delese Wear - 2009 - Journal of Medical Humanities 30 (4):209-220.
The Curriculum and Meaningful Objectives.John P. Portelli - 1985 - Analytic Teaching and Philosophical Praxis 6 (2).
A Note on Curriculum and Teaching Methods.John P. Portelli - 1984 - Analytic Teaching and Philosophical Praxis 5 (1).

Analytics

Added to PP index
2019-09-26

Total views
15 ( #615,141 of 2,330,293 )

Recent downloads (6 months)
1 ( #584,494 of 2,330,293 )

How can I increase my downloads?

Downloads

My notes