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000806669 019__ $$a961815266$$a962018433$$a962253498$$a962438223$$a965146038
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000806669 0247_ $$a10.1007/978-981-10-2081-0$$2doi
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000806669 050_4 $$aL1-991
000806669 08204 $$a370
000806669 1001_ $$aYates, Lyn.
000806669 24510 $$aKnowledge at the Crossroads? :$$bPhysics and History in the Changing World of Schools and Universities.
000806669 264_1 $$aSingapore :$$bSpringer Singapore,$$c2016.
000806669 300__ $$a1 online resource (255 pages)
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000806669 500__ $$a11 Performance Measurement and Management.
000806669 504__ $$aIncludes bibliographical references and index.
000806669 5050_ $$aPreface; Acknowledgements; Contents; Acronyms; Part I Introduction; 1 Researching the Changing World of Education; References; Part II Re-thinking and Reform of Education Today-Foundations and Debates; 2 Knowledge and Education in the 21st Century; The Changing Context; A Global World Economy; Technological Change; Social Movements, Politics, the Politics of Knowledge; 'Internationalisation' and Global Population Flows; The 'Mode 1' and 'Mode 2' Perspective; Disciplinarity and Interdisciplinarity; The School Curriculum: Which Subjects? Which Skills?
000806669 5058_ $$aInequality, Politics and 'Bringing Knowledge Back In'Conclusion; References; 3 History and Physics as Disciplines; Disciplinarity and Differences between the Humanities and the Sciences; History as a Discipline; History in Australian Schools and Universities; Physics as a Discipline; Physics in Australian Schools and Universities; Conclusion; References; 4 New Public Management and the Changing Governance of Universities; Changing Political Ideas about Universities; The System-Level Governance of Universities in Australia; Institutional Governance and Management.
000806669 5058_ $$aImplications for History and PhysicsReferences; 5 Changing Agendas and the Governance of the School Curriculum; Education, Evidence-Based Policy Making and Globalised Agendas for Schooling; Changing Emphases in Curriculum Development in Australia; Structures, Processes, Politics; ACARA and the Shift Towards a National Curriculum; Conclusion; References; Part III Schools; 6 Australian 'History Wars': The Contested Purpose of History in the Curriculum; Why Does History Matter or What Matters About History?; National Curriculum and the Problem of Content Overloading; Conclusion; References.
000806669 5058_ $$a7 The Physics Curriculum: What Is the 'Discipline' that Needs to Be Nurtured?Teachers' Descriptions of Physics; What is Physics Education For?; Physics in the General Science Curriculum; Senior Physics; Conclusion; References; 8 Inward and Outward Facing Knowledge: Curriculum Purposes and Slippages; Curriculum Purposes; Standards, Benchmarks, Competition; The Drive for Short-Term Pay-off; 'Powerful' Knowledge and 'Everyday' Knowledge; Conclusion; References; Part IV Universities; 9 'What Does Your Discipline Look Like and How Does It Matter?' Historians and Physicists Talk.
000806669 5058_ $$aHistorians and Physicists on their DisciplinesThe Disciplines and the University Curriculum; Physics; History; Conclusion; References; 10 Disciplines and Interdisciplinarity; Interdisciplinarity and its Relation to Disciplinarity; Disciplinary Identity; Interdisciplinarity and Disciplinary Difference; Increasing Specialisation and the Knowledge Explosion; Interdisciplinarity as Learning from Other Disciplines; The Management of Interdisciplinarity within Universities; Interdisciplinarity Pushes and Pulls; Interdisciplinarity and Teaching; Conclusion; References.
000806669 506__ $$aAccess limited to authorized users.
000806669 520__ $$aThere is much discussion about what needs to change in education institutions in the 21st century, but less attention given to how core disciplinary studies should be considered within that context. This book is based on a major 4-year research study of history and physics in the changing environment of schools and universities in Australia. Are these forms of knowledge still valuable for students? Are they complementary to, or at odds with the concerns about '21st century skills', interdisciplinary and collaborative research teams, employability and 'learner-centred' education? How do those who work in these fields see changes in their disciplines and in their work environment? And what are the similarities and differences between the experiences of teachers and academics in physics and those in history? The book draws on interviews with 115 school teachers and university academics to provide new perspectives on two important issues. Firstly, how, for the purposes of today's schools and universities, can we adequately understand knowledge and knowledge building over time? Secondly, what has been productive and what has been counter-productive in recent efforts to steer and manage the changes in Australia?
000806669 588__ $$aDescription based on print version record.
000806669 650_0 $$aCurriculum planning$$zAustralia.
000806669 650_0 $$aPhysics$$xStudy and teaching$$zAustralia.
000806669 650_0 $$aHistory$$xStudy and teaching$$zAustralia.
000806669 7001_ $$aWoelert, Peter.
000806669 7001_ $$aMillar, Victoria.
000806669 7001_ $$aO'Connor, Kate.
000806669 77608 $$iPrint version:$$aYates, Lyn.$$tKnowledge at the Crossroads? : Physics and History in the Changing World of Schools and Universities.$$dSingapore : Springer Singapore, ©2016$$z9789811020797
000806669 852__ $$bebk
000806669 85640 $$3SpringerLink$$uhttps://univsouthin.idm.oclc.org/login?url=http://link.springer.com/10.1007/978-981-10-2081-0$$zOnline Access$$91397441.1
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000806669 982__ $$aEbook
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