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Teachers' adequacy of subject knowledge in primary science: assessing constructivist perspectives from a sociocultural perspective

Traianou, Anna. 2006. Teachers' adequacy of subject knowledge in primary science: assessing constructivist perspectives from a sociocultural perspective. International Journal of Science Education, 28(8), pp. 827-842. ISSN 09500693 [Article]

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Abstract or Description

In recent years, increasing emphasis has come to be placed, both by researchers and by policy-makers, on the adequacy of primary teachers’ subject knowledge of science. Within research, this emphasis has been linked to the rise of constructivist ideas about the significance of establishing children’s prior conceptions of scientific concepts for effective teaching. In this article I examine two constructivist approaches to teachers’ adequacy of subject knowledge within UK research on primary science education. In each case I provide a critique of the assumptions they make about the nature of knowledge and how it develops. I do this from a sociocultural perspective, which views knowledge and learning as necessarily situated within communities of practice. My aim is to assess the implications of this perspective for understanding teachers’ adequacy of subject knowledge.

Item Type:

Article

Identification Number (DOI):

https://doi.org/10.1080/09500690500404409

Departments, Centres and Research Units:

Educational Studies

Dates:

DateEvent
June 2006Published

Item ID:

1568

Date Deposited:

12 Mar 2009 15:41

Last Modified:

09 Jul 2018 12:46

Peer Reviewed:

Yes, this version has been peer-reviewed.

URI:

http://research.gold.ac.uk/id/eprint/1568

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