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Learning from each other: what social studies can learn from the controversy surrounding the teaching of evolution in science
Author(s) -
Journell Wayne
Publication year - 2013
Publication title -
the curriculum journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.843
H-Index - 36
eISSN - 1469-3704
pISSN - 0958-5176
DOI - 10.1080/09585176.2013.801780
Subject(s) - face (sociological concept) , broaching , engineering ethics , focus (optics) , sociology , social studies , pedagogy , mathematics education , epistemology , psychology , social science , engineering , mechanical engineering , philosophy , physics , optics
This article addresses the need for researchers to move beyond discipline‐specific approaches to research and practice and offers an example of how interdisciplinary understandings can increase knowledge in respective disciplines. The specific focus of the article is the shared challenges of broaching controversy in science and social studies classrooms. Although there is much that social studies teachers can learn about the teaching of controversial public issues from the challenges science educators face in teaching evolutionary theory, and vice versa, the two literature bases have little overlap. Through this example of broaching curricular controversy in the classroom, the author argues that content instruction can be improved by increasing awareness of research and practice in other disciplines.