CURRICULUM AND PEDAGOGY WORKS
Wednesday, October 26, 2016
1:00-4:00 Scarfe 1214
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
Dr. Anne Phelan Professor
(On Aoki and Curriculum)
Department of Curriculum and Pedagogy University of British Columbia
Alexis Gonzalez, Gerald Tembrevilla, Tsubasa Saito, (Elise) Ling-Hui Chu
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)
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.