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A Conception of TeachingA Conception of the Content of Teaching

A Conception of Teaching: A Conception of the Content of Teaching Chapter 5 P assing along the content of a society’s culture is what education is for. The content of teaching is derived from conceptions of the objectives of teaching – what people should know, understand, and be able to do. It is what makes education important to a society in fostering freedom and well-being, useful to individuals in achieving their economic roles, and, in a democracy, essential to the competence of citizens in making their system of government work. We turn now to a formulation of the ways in which the content of teaching bears upon a theory of teaching. The formulation will support change in research on teaching, i.e., in the kinds of questions investigated and the kinds of data collected. The Neglect of Content in Process–Product Research on Teaching As research on teaching began to flourish in the 1960s, one of its most active para- digms came to be known as “process - product research” – the search for relationships between teaching processes (what teachers did) and the products of teaching (what students learned). No similarly active research movement developed to study the other main component of teaching – its content. Thus there w as no similar http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

A Conception of TeachingA Conception of the Content of Teaching

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Publisher
Springer US
Copyright
© Springer-Verlag US 2009
ISBN
978-0-387-09445-8
Pages
85 –99
DOI
10.1007/978-0-387-09446-5_5
Publisher site
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Abstract

Chapter 5 P assing along the content of a society’s culture is what education is for. The content of teaching is derived from conceptions of the objectives of teaching – what people should know, understand, and be able to do. It is what makes education important to a society in fostering freedom and well-being, useful to individuals in achieving their economic roles, and, in a democracy, essential to the competence of citizens in making their system of government work. We turn now to a formulation of the ways in which the content of teaching bears upon a theory of teaching. The formulation will support change in research on teaching, i.e., in the kinds of questions investigated and the kinds of data collected. The Neglect of Content in Process–Product Research on Teaching As research on teaching began to flourish in the 1960s, one of its most active para- digms came to be known as “process - product research” – the search for relationships between teaching processes (what teachers did) and the products of teaching (what students learned). No similarly active research movement developed to study the other main component of teaching – its content. Thus there w as no similar

Published: Oct 28, 2008

Keywords: Critical Thinking; Test Item; Student Achievement; Teaching Content; Achievement Test

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