Titlebook: University Science and Mathematics Education in Transition; Ole Skovsmose,Paola Valero,Ole Ravn Christensen Book 20091st edition Springer-

EWER

Cultural Models of Physics in western European countries it has come as a surprise to learn that female physicists are found in larger numbers in the Southern and Eastern parts of Europe than in the Northern parts. Many possible sociological explanations have been proposed, but none have provided satisfactory answers. The cu

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The Culture of Mathematics and the Mathematical Cultureegral to mathematics and are seen as part of what students are expected to acquire in the process of becoming mathematicians, the mathematical culture is a product of stereotypes and biases that control who can enter the discipline and how they do so. However, it is not so easy to differentiate the

假设

Becoming a Teaching Scholarings, methods, and principles. The idea is that educational scholarship promotes high quality teaching (Shulmann, 1993). So if the aim of teaching is “to make student learning possible” (Ramsden, 1992), the aim of scholarly teaching is “to make it transparent how we have made learning possible” (Hea

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encomiast

Reforming University Studiesticians, perhaps even among voters in general, and certainly voiced rather forcefully by influential lobbying organizations, such as the Confederation of Danish Industries (Dansk Industri), that many educational institutions were not fulfilling their share of the responsibility for educating the Dan

NEG

The Role and Means for Tertiary Didactics in a Faculty of Sciencethat specific subject, as explained by, e.g., Chevallard (1999a). Notice that the subject area referred to may be very specific (e.g., “Newtonian mechanics”) or very general (e.g., “(natural) science”), although it is often an institutionally established discipline (e.g., physics).The pressure on un

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From Anomaly to Paralogyvetz has put it (2006, pp. 10–11). Hence, the contemporary tertiary natural science study-programmes face the challenge of coping with trans-disciplinarity.One could, however, argue that the new study programmes are not new at all, and that the mixing of the knowledge of the old sciences has been a

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