Tag Archives: STEM

Graduate symposium on Exploring curriculum-as-plan and curriculum-as-lived

Alexis Gonzalez, Gerald Tembrevilla, Tsubasa Saito, and Elise (Ling-Hui) Chu organized an exciting, engaging symposium last week on “Exploring Curriculum-as-plan and Curriculum-as-lived in Science and Math Education.” The balance of theory and practice had us thinking and acting throughout out. I also really liked the balance of epistemologies and philosophies, including a very attentive engagement with the work of Ted Aoki.

As well, I would like to extend a heartfelt acknowledgement and appreciation for Prof. Keith Taber, who skyped in and talked with us from Cambridge, and to Prof. Anne Phelan, who interacted with us for the entire symposium and walked us through a really interesting essay by Aoki. Thank you!

601 Graduate Symposium, Wed Oct 26, 1:00

CURRICULUM AND PEDAGOGY WORKS
(IN PROGRESS)

Wednesday, October 26, 2016
1:00-4:00         Scarfe 1214

Exploring Curriculum-as-plan and Curriculum-as-lived in Science and Math Education

Guest Speaker
Dr. Keith Taber (via Skype)
(On Science and Math Education)
Professor of Science Education Chair of Science, Technology & Mathematics Education Academic Group University of Cambridge

Guest Speaker
Dr. Anne Phelan Professor
(On Aoki and Curriculum)
Department of Curriculum and Pedagogy University of British Columbia

Panelists:
Alexis Gonzalez, Gerald Tembrevilla, Tsubasa Saito, (Elise) Ling-Hui Chu

Readings

Taber, K. S., Ruthven, K., Mercer, N., Riga, F., Luthman, S., & Hofmann, R. (2016). Developing teaching with an explicit focus on scientific thinking. SSR, 97(361), 75-85.

Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.

Aoki, T. T. (2004). Legitimating lived curriculum: Toward a curricular landscape of multiplicity. In W. F. Pinar & R. L. Irwin (Eds.), Curriculum in a new key: The collected works of Ted T. Aoki (pp. 199-215). New York, NY: Routledge. (Original work published 1993)

References

Aoki, T. T. (2004). Teaching as indwelling between two curriculum worlds. In W. F. Pinar & R. L. Irwin (Eds.), Curriculum in a new key: The collected works of Ted T. Aoki (pp. 159- 165). New York, NY: Routledge. (Original work published 1986)

Fatah, A., Suryadi, D., Sabandar, J., & Turmudi, T. (2016). Open-ended approach: An effort in cultivating students’ mathematical creative thinking ability and self-esteem in mathematics. Journal on Mathematics Education, 7(01), 11-20.