Citations (8)
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Read on this site (5)
Edith R. Dempster. (2021) Power and control in science: a case study of a syllabus for science and technology. British Journal of Sociology of Education 42:1, pages 113-126.
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Nathan Moyo & Maropeng Modiba. (2014) Theory and practice in in-service teacher learning: teachers’ reconceptualisation of curriculum in history lessons. Research Papers in Education 29:4, pages 438-456.
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Jeanne Gamble. (2014) ‘Approaching the sacred’: directionality in the relation between curriculum and knowledge structure. British Journal of Sociology of Education 35:1, pages 56-72.
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Heidi Carlone & Angela Johnson. (2012) Unpacking ‘culture’ in cultural studies of science education: cultural difference versus cultural production. Ethnography and Education 7:2, pages 151-173.
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Leah Sikoyo. (2010) Contextual challenges of implementing learner‐centred pedagogy: the case of the problem‐solving approach in Uganda. Cambridge Journal of Education 40:3, pages 247-263.
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Articles from other publishers (3)
Edith R. Dempster. (2024) Selection, sequencing and progression of content in biology in four diverse jurisdictions. South African Journal of Science 120:3/4.
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Edith R. Dempster. (2020) What Knowledge is Worth Knowing?. Science & Education 29:5, pages 1177-1199.
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Keith S. Taber. (2019) Conceptual confusion in the chemistry curriculum: exemplifying the problematic nature of representing chemical concepts as target knowledge. Foundations of Chemistry 22:2, pages 309-334.
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