Exploring Teacher Knowledge in Natural Sciences

Managing Complex Knowledge in Natural Sciences

In many fields dependant upon complex observation, the structuring, depiction and treatment of knowledge can be of great complexity. For example in Systematics, the scientific discipline that investigates bio-diversity, the descriptions of specimens are often highly structured (composite objects, taxonomic attributes), noisy (erroneous or unknown data), and polymorphous (variable or imprecise d...

ViCToR-Spaces: Cooperative Knowledge Spaces for Mathematics and Natural Sciences

Cooperative knowledge spaces have a high potential to improve eLTR (eLearning, eTeaching and eResearch) at universities. Since there are few implementations deployed, notably in the fields of mathematics, natural sciences, and engineering, we propose a concept for fieldspecific knowledge spaces for those disciplines the ”ViCToR”-Spaces (Virtual Cooperation in Teaching and Research for Mathemati...

in Humanities , Social Sciences , and Natural Sciences

The teacher and the curriculum: exploring teacher agency

A key debate in the curriculum field has centred on the extent to which teachers should or could achieve agency over the curriculum they enact. Threats to teacher agency have come from top-down control of curricula, either through input regulation (prescription of content, methods and/or teaching materials) or output regulation (steering through outcomes). Drawing upon an ecological model to ex...

Emergence in Exact Natural Sciences

The context of an operational description is given by the distinction between what we consider as relevant and what as irrelevant for a particular experiment or observation. A rigorous description of a context in terms of a mathematically formulated context-independent fundamental theory is possible by the restriction of the domain of the basic theory and the introduction of a new coarser topol...