Knowledge at the crossroads? : physics and history in the changing world of schools and universities
Mentés helye:
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| Testületi szerző: | |
| Közreműködő(k): | |
| Különgyűjtemény: | e-book |
| Formátum: | könyv |
| Nyelv: | angol |
| Megjelenés: |
Singapore : Springer,
2017
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| Tárgyszavak: | |
| Online elérés: | http://dx.doi.org/10.1007/978-981-10-2081-0 |
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| id |
opac-EUL01-000951992 |
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| collection |
e-book |
| institution |
L_600 EUL01 |
| spelling |
Yates, Lyn 1949- szerző EUL10001021744 Y Knowledge at the crossroads? physics and history in the changing world of schools and universities Lyn Yates, Peter Woelert, Victoria Millar, Kate O'Connor Singapore Springer 2017 XII, 257 p. online forrás szöveg txt rdacontent számítógépes c rdamedia távoli hozzáférés cr rdacarrier szövegfájl PDF rda Bibliogr. a fejezetek végén. Introduction -- Chapter 1 Researching the changing world of education -- Part I: Re-thinking and reform of education today - Foundations and debates -- Chapter 2 Knowledge and education in the 21st century -- Chapter 3 History and physics as disciplines -- Chapter 4 New public management and the changing governance of universities -- Chapter 5 The changing agendas and governance of the school curriculum -- Part II Schools -- Chapter 6 Australian 'history wars': The contested purpose of history in the curriculum -- Chapter 7 The physics curriculum: What is the 'discipline' that needs to be nurtured? -- Chapter 8 Inward and outward facing knowledge: Curriculum purposes and slippages -- Part III Universities -- Chapter 9 'What does your discipline look like and how does it matter?' Historians and physicists talk -- Chapter 10 Disciplines and interdisciplinarity -- Chapter 11 Performance measurement and management -- Part IV: Knowledge, disciplinarity and the future -- Chapter 12 Regulation and governance in Australia: Implications for knowledge work -- Chapter 13 Genericism and specialisation: An ongoing problematic for schools and universities -- Chapter 14 Knowledge, disciplines, identities and the structuring of education There is much discussion about what needs to change in education institutions in the 21st century, but less attention given to how core disciplinary studies should be considered within that context. This book is based on a major 4-year research study of history and physics in the changing environment of schools and universities in Australia. Are these forms of knowledge still valuable for students? Are they complementary to, or at odds with the concerns about ‘21st century skills’, interdisciplinary and collaborative research teams, employability and ‘learner-centred’ education? How do those who work in these fields see changes in their disciplines and in their work environment? And what are the similarities and differences between the experiences of teachers and academics in physics and those in history? The book draws on interviews with 115 school teachers and university academics to provide new perspectives on two important issues. Firstly, how, for the purposes of today’s schools and universities, can we adequately understand knowledge and knowledge building over time? Secondly, what has been productive and what has been counter-productive in recent efforts to steer and manage the changes in Australia? Nyomtatott kiadás: ISBN 978-981-10-2079-7 Az e-könyvek a teljes ELTE IP-tartományon belül online elérhetők. könyv e-book Curriculum planning EUL10000322212 Y Science Study and teaching EUL10000364918 Y Early childhood education EUL10001014270 Y Education, Higher EUL10000081340 Y Higher education EUL10000081340 N Curriculum studies EUL10001021736 Y Educational policy and politics EUL10001020620 Y oktatáspolitika 21. századi kihívások Ausztrália EUL10001021740 Y történelemtanítás EUL10000042135 Y történelemoktatás EUL10000042135 N fizikatanítás EUL10000285951 Y elektronikus könyv Woelert, Peter szerző EUL10001021745 Y Millar, Victoria szerző EUL10001021746 Y O'Connor, Kate szerző EUL10001021750 Y SpringerLink (Online service) közreadó testület Online változat http://dx.doi.org/10.1007/978-981-10-2081-0 Singapore : Springer Singapore : Imprint: Springer, 2017. EUL01 |
| language |
English |
| format |
Book |
| author |
Yates, Lyn (1949-), szerző |
| spellingShingle |
Yates, Lyn (1949-), szerző Knowledge at the crossroads? : physics and history in the changing world of schools and universities Curriculum planning Science -- Study and teaching Early childhood education Education, Higher Higher education Curriculum studies Educational policy and politics oktatáspolitika -- 21. századi kihívások -- Ausztrália történelemtanítás történelemoktatás fizikatanítás elektronikus könyv |
| author_facet |
Yates, Lyn (1949-), szerző Woelert, Peter, szerző Millar, Victoria, szerző O'Connor, Kate, szerző SpringerLink (Online service), közreadó testület |
| author2 |
Woelert, Peter, szerző Millar, Victoria, szerző O'Connor, Kate, szerző |
| author_corporate |
SpringerLink (Online service), közreadó testület |
| author_sort |
Yates, Lyn 1949- |
| title |
Knowledge at the crossroads? : physics and history in the changing world of schools and universities |
| title_sub |
physics and history in the changing world of schools and universities |
| title_short |
Knowledge at the crossroads? |
| title_full |
Knowledge at the crossroads? physics and history in the changing world of schools and universities Lyn Yates, Peter Woelert, Victoria Millar, Kate O'Connor |
| title_fullStr |
Knowledge at the crossroads? physics and history in the changing world of schools and universities Lyn Yates, Peter Woelert, Victoria Millar, Kate O'Connor |
| title_full_unstemmed |
Knowledge at the crossroads? physics and history in the changing world of schools and universities Lyn Yates, Peter Woelert, Victoria Millar, Kate O'Connor |
| title_auth |
Knowledge at the crossroads? physics and history in the changing world of schools and universities |
| title_sort |
knowledge at the crossroads physics and history in the changing world of schools and universities |
| publishDate |
2017 |
| publishDateSort |
2017 |
| physical |
XII, 257 p. : online forrás |
| isbn |
978-981-10-2081-0 |
| callnumber-raw |
E/370 Y 20 |
| callnumber-search |
E/370 Y 20 |
| topic |
Curriculum planning Science -- Study and teaching Early childhood education Education, Higher Higher education Curriculum studies Educational policy and politics oktatáspolitika -- 21. századi kihívások -- Ausztrália történelemtanítás történelemoktatás fizikatanítás elektronikus könyv |
| topic_facet |
Curriculum planning Science -- Study and teaching Early childhood education Education, Higher Higher education Curriculum studies Educational policy and politics oktatáspolitika -- 21. századi kihívások -- Ausztrália történelemtanítás történelemoktatás fizikatanítás elektronikus könyv Curriculum planning Science Early childhood education Education, Higher Higher education Curriculum studies Educational policy and politics oktatáspolitika történelemtanítás történelemoktatás fizikatanítás Study and teaching 21. századi kihívások |
| url |
http://dx.doi.org/10.1007/978-981-10-2081-0 |
| illustrated |
Not Illustrated |
| dewey-hundreds |
300 - Social sciences |
| dewey-tens |
370 - Education |
| dewey-ones |
375 - Curricula |
| dewey-full |
375 |
| dewey-sort |
3375 |
| dewey-raw |
375 |
| dewey-search |
375 |
| first_indexed |
2023-12-27T12:50:41Z |
| last_indexed |
2023-12-29T19:55:32Z |
| recordtype |
opac |
| publisher |
Singapore : Springer |
| _version_ |
1786643620142514176 |
| score |
13,371208 |
| bibliography |
Bibliogr. a fejezetek végén. |
| generalnotes |
There is much discussion about what needs to change in education institutions in the 21st century, but less attention given to how core disciplinary studies should be considered within that context. This book is based on a major 4-year research study of history and physics in the changing environment of schools and universities in Australia. Are these forms of knowledge still valuable for students? Are they complementary to, or at odds with the concerns about ‘21st century skills’, interdisciplinary and collaborative research teams, employability and ‘learner-centred’ education? How do those who work in these fields see changes in their disciplines and in their work environment? And what are the similarities and differences between the experiences of teachers and academics in physics and those in history? The book draws on interviews with 115 school teachers and university academics to provide new perspectives on two important issues. Firstly, how, for the purposes of today’s schools and universities, can we adequately understand knowledge and knowledge building over time? Secondly, what has been productive and what has been counter-productive in recent efforts to steer and manage the changes in Australia? |