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Abstract Background In Italy, Legislative Decree No. 36/2021 and Ministerial Decree (MD) No. 1649/2023 have redefined the professional landscape of the physical activity and health sectors, emphasizing interdisciplinary and wellness-oriented education. The current disparity in the weighting of formative elements among the biomedical, psycho-pedagogical, and Exercise and Sport Sciences (ESS) fields in the configuration of degree courses in ESS has led to a need for reform. MD No. 1649/2023 offers an opportunity to reform these courses to emphasize interdisciplinary and wellness-oriented objectives, including at least 20 ECTS credits of practical activities in ESS disciplines. However, the impact of practical and laboratory activities on future kinesiologists has never been studied. This study aims to evaluate the impact of physical activity habits on the performance and self-assessment of ESS students. Method A sample of 56 students enrolled in the Master of Science in Sport Science and Techniques at the University of Salerno was divided into “active” and “inactive” groups based on their physical activity levels, according to WHO guidelines. Both groups underwent anthropometric and functional tests, including the Squat Jump (SJ) and Countermovement Jump (CMJ). Descriptive statistics and t-tests assessed the differences between and within groups. Results The “active” group exhibited significantly higher performance in SJ (15.7% higher) and CMJ (18.5% higher) compared to the “inactive” group. Both groups showed significant improvements in jump height from SJ to CMJ, with the “active” group improving by 11.04% and the ‘non-active’ group by 7.38%. Conclusion Continuous physical activity enhances functional efficiency, with significant gains in explosive and reactive strength. Practical, evidence-based training is crucial for future kinesiologists to provide specialized services and promote health, underscoring the importance of integrating substantial practical activities in ESS degree courses.

Background: In Italy, Legislative Decree No. 36/2021 and Ministerial Decree (MD) No. 1649/2023 have redefined the professional landscape of the physical activity and health sectors, emphasizing interdisciplinary and wellness-oriented education. The current disparity in the weighting of formative elements among the biomedical, psycho-pedagogical, and Exercise and Sport Sciences (ESS) fields in the configuration of degree courses in ESS has led to a need for reform. MD No. 1649/2023 offers an opportunity to reform these courses to emphasize interdisciplinary and wellness-oriented objectives, including at least 20 ECTS credits of practical activities in ESS disciplines. However, the impact of practical and laboratory activities on future kinesiologists has never been studied. This study aims to evaluate the impact of physical activity habits on the performance and self-assessment of ESS students. Method: A sample of 56 students enrolled in the Master of Science in Sport Science and Techniques at the University of Salerno was divided into "active" and "inactive" groups based on their physical activity levels, according to WHO guidelines. Both groups underwent anthropometric and functional tests, including the Squat Jump (SJ) and Countermovement Jump (CMJ). Descriptive statistics and t-tests assessed the differences between and within groups. Results: The "active" group exhibited significantly higher performance in SJ (15.7% higher) and CMJ (18.5% higher) compared to the "inactive" group. Both groups showed significant improvements in jump height from SJ to CMJ, with the "active" group improving by 11.04% and the 'non-active' group by 7.38%. Conclusion: Continuous physical activity enhances functional efficiency, with significant gains in explosive and reactive strength. Practical, evidence-based training is crucial for future kinesiologists to provide specialized services and promote health, underscoring the importance of integrating substantial practical activities in ESS degree courses. [ABSTRACT FROM AUTHOR]

Authentic assessment is often narrowly framed as tasks that mirror workplace tasks, resulting in on overemphasis on generic workplace skills at the expense of disciplinary knowledge. We place disciplinary knowledge at the heart of authentic assessment and explore how authentic assessment across a programme can contribute to an authentic view of the broad discipline of science. Through the metaphor of a suspension bridge, we explore relations between disciplinary knowledge, the nature of the discipline, feedback from assessment, and evaluative judgment. We argue that assessment of student reflection on the nature of science is an essential but often overlooked element of authentic assessment and provide data to support this claim. Critical reflection on the nature of science invites students to examine and question their worldview assumptions about what science is and how it works, giving them the epistemic agency to deeply engage with the often-controversial ways science interacts with society. [ABSTRACT FROM AUTHOR]

This paper explicates the codes that prescribe and shape the marine engineer student in times of massification and high attrition rates in Danish non-university higher education. In a case study of a Danish school of marine engineering, the Bernsteinian concept of knowledge structures and Legitimation Code Theory support analysing the official curriculum along with teacher and student interviews to determine what is considered knowledge and whose knowledge is deemed important. We find that teachers' pedagogical decisions are embedded in the epistemological and social conventions of their individual educational backgrounds. Their struggles on content and pedagogic approach make it difficult for students to understand what is legitimate knowledge and who can claim to be a legitimate knower. To offer more students epistemic access to non-university academic study and increase student success, the epistemic and evaluative logics of the pedagogic discourses to which students are exposed must be clarified and made explicit. [ABSTRACT FROM AUTHOR]

The aim of this study was to interrogate pre-service language teachers' professional identity formation in relation to their funds of identity (FoI) and the agentive influence of space. The study was conducted with 20 pre-service language teachers in Argentina in 2022. As part of a core module's coursework, the participants were asked to complete tasks that would enable them to (1) envision their (present and/or future) professional self and (2) plan the FoI that would help them achieve that vision. Data were collected through class discussions, dioramas (teachoramas), and pre-recorded presentations. Content and visual analysis shows that space may exercise a powerful influence on pre-service teachers' FoI. The participants identified themselves as teachers as leaders or facilitators. To construct those identities, they combined the following FoI: geographical (e.g. outdoor spaces), disciplinary (e.g. knowledge of English language teaching), cultural artifacts (e.g. digital devices), anticipatory (e.g. imagined future learners), and valuative (e.g. gender inclusion). These FoI show that the spatiality of pre-service teachers' FoI and projected professional self integrate physical, digital, and cognitive planes. The study advances a model of the spatiality of FoI which can help language teacher education programmes include a discussion of space in the curriculum. [ABSTRACT FROM AUTHOR]

Copyright of Hachetetepé: Revista Científica de Educación y Comunicación is the property of Universidad de Cadiz and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Entrenched compartmentalisation of curriculum subjects and 'teaching to the test' can leave students with limited understanding of the nature and interaction of disciplines. The necessity of developing future teachers' epistemic insight (EI) and equipping them with strategies to address the gaps between subjects has been pushed to the fore by challenges that emerged during the pandemic. This article examines the extent to which epistemic insight is understood by Initial Teacher Education tutors and features in their programmes as well as their recommendations for increasing the inclusion of multidisciplinary approaches in education, based on qualitative and quantitative research. While initial findings revealed a poor understanding of EI, its importance was broadly acknowledged, and the follow-up survey revealed progress in the form of greater engagement with and inclusion of EI by tutors in teacher education. This research was done in the context of a new inspection framework distinguishing substantive and disciplinary knowledge. [ABSTRACT FROM AUTHOR]

A decade ago, veganism was a fringe radical movement. It was also largely absent from the geographical discipline, despite a rich history of vegan scholarship being present in disciplines such as Sociology and Psychology. However, veganism has recently seen a surge in popularity, with more people than ever before becoming vegan for a mixture of animal welfare, environmental, and health‐based reasons. With this mainstreaming, veganism has become contentious and fiercely defended. As veganism has become a growing social and political force, geographers have started to take notice of this previously fringe movement, which is gaining economic, ecological, and cultural power as investment flows into 'plant‐based' products and new markets are emerging. In this commentary, we look at how veganism has recently been taken up in Geography via several distinct trends that all stake a claim in defining an emerging geographical sub‐discipline, vegan geographies. We note the importance of scholarly pluralism and attention to establishing geographical sub‐disciplines more broadly. In this commentary, we look at how veganism has recently been taken up in Geography via several distinct trends that all stake a claim in defining an emerging geographical sub‐discipline, vegan geographies. We note the importance of scholarly pluralism and attention to establishing geographical sub‐disciplines more broadly. [ABSTRACT FROM AUTHOR]

Disciplinary knowledge lies at the heart of academic work. However, connecting academics' disciplinary knowledge to their professional development as teachers has been a longstanding challenge for (research-intensive) universities. This is reflected in criticism of the practices that aim to support the professional development of university teachers. In order to create better connections, a deeper understanding is needed of how academics' disciplinary knowledge relates to the development of their teaching. In this paper, we therefore aim to advance theoretical insights about how academics' disciplinary knowledge connects to their professional development as university teachers. We do so by providing a conceptual analysis of teacher expertise and teacher knowledge perspectives. Literature discussed as part of the teacher expertise perspective provides insights into how knowledge is structured in order to perform teacher tasks. In our discussion of the teacher knowledge perspective, we include bodies of literature about teachers' knowledge base to explore the role of disciplinary knowledge in how to teach and about powerful knowledge to explore the role of disciplinary knowledge in what to teach. Insights from these bodies of literature can, from a teacher knowledge perspective, offer theoretical underpinnings for connecting academics' disciplinary knowledge to their professional development as university teachers. Adaptive expertise and practical knowledge are identified as concepts that include elements of both teacher expertise and teacher knowledge perspectives. Based on the conceptual analysis, we identify and discuss three aspects related to supporting the professional development of university teachers where attention to connection with teachers' disciplinary knowledge is important. [ABSTRACT FROM AUTHOR]

This paper examines the extent to which there has been a shift towards disciplinary knowledge in recently developed curriculum documents in New Zealand and evaluates whether a new 'Understand, Know, Do' structure for the curriculum has the potential to facilitate coherent design of teaching programmes and 'deep learning'. Using a social realist lens, Bernsteinian theories on knowledge structures and recontextualization, and the principles of a Curriculum Design Coherence Model, the analysis identifies instances of both conceptual coherence and epistemic confusion which raises questions about the underlying principles upon which the curriculum documents are being developed. [ABSTRACT FROM AUTHOR]

Copyright of Revista Linhas is the property of Universidade do Estado de Santa Catarina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Conexxión is the property of Red Univercom, S.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: The advent of new and emerging technologies and industries has highlighted the need to equip youth with a unique skillset necessary to cope with a rapidly changing and complex digital era and adapt to modern societies' demands. This need has led to the development of teaching approaches to equip students with creative and innovative skills to help prevent any future skills gap. This shift has fuelled the growth of STEAM (Science, Technology, Engineering, Arts and Mathematics) Education worldwide. Objectives: Our goal was to engage in a systematic review of the literature to identify the application and prevalence of emerging technologies within the landscape of STEAM Education. Methods: We engaged in a systematic review of the literature. Following the application of exclusion criteria to 461 studies, 43 studies were extracted and analysed. Findings and Conclusions: Analysis of these studies provides evidence of the fast‐growing use of innovative emerging technologies within the STEAM landscape across all levels of education, from early childhood to college‐level settings. Our analysis reveals an emphasis on developing STEAM‐related disciplinary knowledge and the desire to develop students' 21st‐century skills with a notable lack of targeted emphasis on developing understandings in the arts disciplines. We identify the need for carefully designed intervention studies involving collaboration between multidisciplinary STEAM experts that use high‐quality measures which support the development of inferences relating to learning outcomes arising from such interventions. Lay Description: The need to equip students with creative and innovative skills has fuelled the growth of STEAM (Science, Technology, Engineering, Arts and Mathematics) Education worldwide.Technology can play a vital role in STEAM education, offering boundless capabilities and possibilities for creating high‐quality learning experiences that foster students' innovation creativity, communication and collaboration, critical thinking, and problem‐solving skills.Currently, efforts are made by educational researchers and practitioners worldwide to tap the potential of technology to support STEAM learning environments.A need exists for empirical evidence to support assumptions and hypotheses concerning the role of technology in STEAM education.The article offers a systematic review of the literature to identify the application and prevalence of emerging technologies within the landscape of STEAM Education.The systematic review describes a variety of pioneering STEAM education initiatives that utilize emerging technologies in their designs, but also reveals the challenges and obstacles to integrating STEAM disciplines in a meaningful way. [ABSTRACT FROM AUTHOR]

The present text refers to the situation of arts teaching in Quebec schools, highlighting the genesis of dramatic art as a school discipline. In this context, the process of an artistic intervention realized in primary classes and focused on « animated reading » is described. The objective of our research project is to determine the effects of such a pedagogical action on the level of self-determination of students (theory defined by Deci and Ryan), on attitudes (Rosenberg et Hovland) and on the progression of knowledge related to competence - 2 The interpretation of the dramatic sequences stipulated in the Quebec School Training Program (Ministry of Education, Recreation and Sport of Québec - MELS, 2001), this article dealing specifically with the results related to the aforementioned competence. The conclusions formulated on the basis of this field experience, carried out simultaneously as a Master's student and an invited artist in the school, offer us the opportunity both to enrich the school program in dramatic art/theatre and to perpetuate the respective discipline in Québec and abroad. [ABSTRACT FROM AUTHOR]

This paper traces the sociological roots of the 'knowledge turn' and a concept centrally identified with it, 'powerful knowledge', beginning with the work of Basil Bernstein which was subsequently elaborated in a wide range of contexts-of-use in the broad field of curriculum studies. The paper distinguishes different reasons educators have for engaging with curriculum which the paper classifies into 'curriculum of' and 'curriculum for'. It goes on to discuss the particular pathos of specialised knowledge, and suggests ways of dealing with it; and concludes by suggesting paths going forward for bringing curriculum theory and subject didactics into productive dialogue [ABSTRACT FROM AUTHOR]

The critique, central to teaching and learning in fine arts studios, allows expert teachers to apprentice novice art students into their professional community, through feedback and guidance. This article examines ways teachers' discursive practices during desk critiques, in particular, socially construct opportunities for students to learn what fine artists see and do, and how to adopt these professional literacies themselves. Positioning intertextuality as analytical tool (Bloome, D., and A. Egan-Robertson. 1993. "The Social Construction of Intertextuality in Classroom Reading and Writing Lessons." Reading Research Quarterly 28: 305–333), we apply micro-ethnographic discourse analysis (Bloome et al. 2005) to a six-minute desk critique between an instructor and student in a college fine arts studio, augmented with data from individual follow-up interviews. The analysis focuses on how diverse semiotic resources (e.g. words, objects, images, and gestures) can establish intertextual linkages, allowing teachers to connect disciplinary content, conceptual understandings, and practical application through intertextual dialogues with students. The desk critique offers promise as a potential successful and adaptable transdisciplinary pedagogical tool. [ABSTRACT FROM AUTHOR]

The disciplines increasingly organize knowledge, but according to Lukács and Adorno, the es - say represents a continuing need for an intersection of disciplinary knowledge and the totality of experience. According to Foucault, the essays of Montaigne and Bacon embody the transition from medieval commentary to modern science's empiricism and criticalness. The essay does not submit to the systematics of science but persists in the singularity of the literary work. It interdiscursively confronts personal experience with various discursive fields and constructs a fragmentary, perspectival, and aesthetic mode of truth. Notwithstanding the literary singularity of the essay, which corresponds to Kant's "aesthetic idea", the genre also relies on the sensus communis. Since the 18th century, the essay has established itself in newspapers, where it has become susceptible to stereotypes and ideologies. The tension between singularity and (medial) common sense is also evident in contemporary Slovenian examples (Marjan Rožanc). [ABSTRACT FROM AUTHOR]

Copyright of Sociologia & Antropologia is the property of Sociologia & Antropologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

GeoCapabilities is a distinctive approach to teacher professional development which foregrounds the educational potential of geographical knowledge. This paper examines the effect of GeoCapabilities on geography teachers' expertise. First, the paper explores a problem of teacher training which privileges technique for classroom effectiveness over geographical thinking. We then introduce the GeoCapabilities 3 project, presenting and discussing findings through teachers' reflections. We argue that GeoCapabilities 3 offers a model of teacher development, which supports teachers as leaders of curriculum change in an 'activist profession'. This is needed if geography education is to equip young people with knowledge capabilities for their future. [ABSTRACT FROM AUTHOR]

Key concepts and theories that are taught in order to develop cultural competency skills are often introduced to medical students throughout behavioral and social science (BSS) learning content. BSS represents a core component of medical education in the United Kingdom. In this paper, we examine, through (auto)ethnographic data and reflections, the experiences of BSS in medical education. The empirical data and insights have been collected in two ways: (1) through long-term ethnographic fieldwork among medical students and (2) via autoethnographic reflexive practice undertaken by the co-authors who studied, worked, examined, and collaborated with colleagues at different UK medical schools. Our findings indicate that despite BSS constituting a mandatory, essential component of the medical curriculum, medical students did not always perceive BSS as useful for their future practice as doctors, nor did they find it to be clinically relevant, in comparison to the biomedical learning content. We suggest that it is paramount for all stakeholders to commit to cultivating and developing cultural competency skills in medical education, through robustly embedding BSS learning content across the undergraduate medical curriculum. We conclude with recommendations for a wide range of educational practices that would ensure a full integration of BSS in the medical curriculum. [ABSTRACT FROM AUTHOR]

The 'Learning Compass 2030' was released by the OECD in 2019 as their new policy framework for the compulsory schooling sector. This framework takes the bold step of asserting that access to disciplinary knowledge is central to schooling, putting it in stark contrast to previous OECD reports which have advocated instead for more generic skills and competencies. Drawing on Basil Bernstein's concept of the pedagogic device, this paper critiques the way the Learning Compass 2030 imagines disciplinary knowledge. It argues that while its inclusion offers an exciting possibility, the way that the Learning Compass 2030 continues to be governed by the instrumentalist logic of knowledge economy discourses prevalent in previous OECD documents means that disciplinary knowledge is constructed in a limited way. Instead of a tool which opens up new perspectives to students, the Learning Compass 2030 positions disciplinary knowledge almost exclusively as something which has an immediate and practical value in a marketised world. In taking this step, the Learning Compass denies the critical, transformative powers of disciplinary knowledge, thereby undercutting students' access to frameworks which will allow them to reimagine and ultimately better our society. [ABSTRACT FROM AUTHOR]

The aim of this article is to understand how the scholarship of the nonprofit sector shifted after almost half a century (1972–2019) of publication in the field's premier journal, Nonprofit and Voluntary Sector Quarterly. Unlike previous attempts to understand the field's scholarly evolution, we did not rely on expert opinion and analysis of themes but applied an automated content analytic method, more specifically structural topic modeling (STM). Using this method, we identified 37 key thematic topics that most optimally represent the 1,516 articles that were published in the studied period. After reporting these 37 thematic topics, we analyzed fluctuations based on three key periods of the journal and the editors' disciplinary fields. While overall there was a trend of continuity (29 out of 37 topics) and little if any impact of the editors' disciplines, a few thematic topics showed decline and fewer showed increase over time. [ABSTRACT FROM AUTHOR]

In a context of rapid change in higher education and work, lecturers are still expected to provide meaningful learning experiences that enculturate students to disciplinary knowledge, values, and practices. Within the STEM disciplines, this process of enculturation is premised on the existence of an underpinning 'culture of science' defined by long-established discipline-specific discourses that include values, models of thinking, patterns of behaviour and even language conventions. In this reflective autoethnographic study, we apply Carlone and Johnson's 'science identity' framework to analyse the reflections of a theoretical physics lecturer on the journey to becoming a theoretical physicist. The analysis reveals the factors (implicit and explicit) that may enhance or constrain academic progression. These factors are discussed in relation to implications for students from diverse backgrounds, and the critical role played by lecturers in revealing the 'rules of the game'. [ABSTRACT FROM AUTHOR]

Following adoption of the Moroccan educational system with a blended learning approach vis-à-vis the circumstances of the Covid-19 pandemic, which requires an adaptation on the part of the pedagogical actors to ensure pedagogical continuity and support students to guarantee their academic success. Our aim is to bring students to develop their own self-learning strategies to cope with the demands of the current situation through the use of a digital textbook in a flipped classroom. The sample consists of 362 students of which 54.14% are middle school students and 26.24% are male for the middle school and 23.2% in the high school. The digital textbook and the flipped classroom can improve the acquisition of disciplinary knowledge and obtain better results in students, and they can develop their soft skills. While there is a significant relationship between the development of soft skills in students and their academic success. The student ‘self-learning method using the digital textbook and the flipped classroom can help develop certain soft skills in the student. To conclude, our method remains effective and relevant, and does not replace face-to-face teaching, but is a complement for the teacher to improve his or her professional practices. [ABSTRACT FROM AUTHOR]

This study explored the contribution of second language (L2) discipline-specific vocabulary to Chinese chemistry major undergraduates' reading of textbooks. Participants included 82 second-year undergraduates majoring in chemistry. Their discipline-specific vocabulary knowledge and chemistry textbook reading ability were measured. Their L2 proficiency and chemistry knowledge data were collected. Correlation and multiple regression analyses revealed that discipline-specific vocabulary was highly correlated with L2 proficiency and disciplinary knowledge, and discipline-specific vocabulary contributed the most to textbook reading, bigger than either L2 proficiency or disciplinary knowledge. Implications for disciplinespecific vocabulary and English for academic purposes (EAP) reading instructions are discussed. [ABSTRACT FROM AUTHOR]

This article explores the relationship between disciplinary knowledge and subject pedagogy, utilising Maton's Legitimation Code Theory (LCT). It suggests ways that LCT could help facilitate deeper communication both within and between subject communities, providing a conceptual framework that gets beneath empirical manifestations to identify epistemic and semantic principles that generate those modalities. LCT's potential to represent systematised concepts diagrammatically may also enable wider communication. Following this, a small‐scale case study is presented exploring the nature of the knowledge in the core topic Changing Places in the new geography A‐Level (UK). This argued that what could be understood as a mismatch of expectations and dispositions by teachers and students can be understood more fundamentally as a contradiction (a 'code clash') regarding what counts as the 'rules of the game' within geography. The article ends by outlining implications for school geography rooted in the logic of the knowledge being pedagogically preinscribed, that is, that different knowledges' distinct epistemologies have real implications for how that knowledge should be recontextualised, reproduced and evaluated. It concludes that the exam board's recontextualisation of this disciplinary knowledge is not merely a simpler interpretation; it is more significantly a different ideal 'knower' that is being nurtured and examined. [ABSTRACT FROM AUTHOR]

Different school subjects have their specific meaning-making practices for building and conveying knowledge. Research drawing on the Semantics dimension of the Legitimation Code Theory has noted the importance of shifting between levels of abstraction and context-dependency in knowledge-building. There is a need to better understand how such shifting between different levels of abstraction is accomplished with multimodal resources in classroom interaction. This study aims at exploring subject-specific knowledge construction as a form of translanguaging, i.e., as movement between different registers and multimodal resources of meaning-making. The data comes from a Finnish teacher development project aimed at supporting CLIL teachers' professional development. This exploratory study analyses teachers' knowledge-building practices in two STEM lessons video-recorded in the project, Physics and Chemistry. The data is analysed using multimodal conversation analysis and analysis of semantic waves. Analysis focuses on how the teachers engage in unpacking and repacking subject-specific knowledge by talking, gesturing, as well as displaying, handling, and modifying various kinds of multimodal materials and artefacts. The teachers were found to use a versatile set of multimodal translanguaging practices for unpacking and repacking. The findings also indicate complexity in semantic waves due to multimodal resources accomplishing simultaneous shifts in semantic gravity and density, with either aligning or diverging functions. The simultaneous use of different multimodal resources and their potential to serve different functions point to the need to acknowledge the multidimensionality of semantic waves. The multimodal translanguaging approach also has implications for conceptualising subject-specific knowledge-building as inherently multimodal. • CLIL science classroom interaction involves a fluid interplay of different modalities. • Teachers use multimodal resources to connect abstract and concrete forms of knowledge. • Multimodality allows concurrent increasing and decreasing of abstraction levels. • Subject-specific knowledge-building is inherently multimodal. [ABSTRACT FROM AUTHOR]

The challenges of naming a bounded disciplinary body of knowledge for the social sciences has made it difficult to define and clearly articulate 'what counts' for disciplinary learning in school curricula. The shift to 'new' generic skills with an associated autonomy of curriculum content choice and learner‐centred approaches has introduced further challenges for the social sciences. In this paper, we consider what transformative disciplinary learning might look like for two core social science subjects in New Zealand—history and social studies. We begin by outlining what we mean by transformative disciplinary learning in history and social studies. Drawing on two in‐depth classroom‐based studies, we then examine the strategies, practices and processes that supported or undermined transformative disciplinary learning in history and social studies. In the absence of prescribed content, both subjects relied strongly on procedural approaches (historical and social enquiry processes) which helped to sustain some coherency and disciplinary learning. However, poor topic choice meant that students often missed out on in‐depth knowledge and/or opportunities for effective and transformative citizenship engagement. We conclude by highlighting the importance of content selection if students are to widen their horizons and experience transformative disciplinary learning in history and social studies. [ABSTRACT FROM AUTHOR]

A deep disciplinary knowledge on the part of the higher education teachers is essential for having good quality in the teaching of classes in higher education. The teacher must master to the smallest detail on how to teach his/her subject. On the other hand, pedagogical knowledge allows teachers to educate students with disciplinary knowledge in the most effective and efficient way. This paper aims to analyze the relationship that exists between the increase of disciplinary and pedagogical knowledge as a result of the management accompaniment of remote work, that is, the supervision of managers of the teaching and learning work through information and communication technologies. Because it deals with concepts whose relationships are complex, this problem is modeled by dynamic fuzzy cognitive maps (FCM). This takes the results obtained from the experience of specialists in the subject from the application of the Delphi method. [ABSTRACT FROM AUTHOR]

The separation of knowledge into the disciplinary and discursive becomes possible when the activity of the production of knowledge itself is examined as unfolding in essentially different cognitive situations which determine the specific features of this knowledge. There are two main aspects into which knowledge may be divided into the disciplinary and the discursive. The first aspect is the essential primary function, which is implemented by knowledge. For disciplinary knowledge it presents the substitutionary, partially substitutionary or, as a last resort, conditionally substitutionary function concerning the cognizable. For the discursive it presents any type in that discursive unity in the conditions of which knowledge was produced. The second aspect is the measure of social responsibility which the individual or the collective subject is ready to bear for the knowledge that is defined by him as substitutionary in regard to the cognizable. The community of researchers who form disciplinary unity bear such responsibility for disciplinary knowledge. There is nobody who bears responsibility for discursive knowledge in the examined sense, since it initially does not suppose that substitutionary function may be entrusted to them. At the same time, the division of humanitarian knowledge into the disciplinary and the discursive presents itself as difficult, since disciplinary knowledge, due to the impossibility of forming full-fledged paradigm-related knowledge—the only possible knowledge at the actual moment of time in the conditions of humanitarian science,—is the sole one conditionally separated from discursive knowledge. The condition of forming such a separation is connected with the formation of the situation of transition from the naturalistic to the activity-related approach to cognition, when the cognizable is determined not as something concrete, but as cognitive activity in relation to this certain concrete element. As a result, such kind of separation makes it possible not only essentially to change the nature of the generated knowledge concerning the subject of research from the conceptual to the full-fledged theoretical variety, but also to transform the principle of the functioning of disciplinary objectivity in the conditions of which this knowledge is produced, whether it be art studies, culturology or philosophy. On the basis of this methodological instrument range, the essential possibility of demarcation between disciplinary and discursive knowledge in regards to the screen and the spectacular forms of art is substantiated, and the ontological scheme of the subject area for the disciplinary objectivity is constructed step by step on the most general scale of consideration, for which both of these forms and the discursive cognitive activity in their relation become cognizable. Разделение знания на дисциплинарное и дискурсивное оказывается возможным, если сама деятельность по продуцированию знания рассматривается как разворачивающаяся в принципиально разных познавательных ситуациях, обуславливающих специфику этого знания. Выделяется два основных аспекта, по которым может быть проведено разделение знания на дисциплинарное и дискурсивное. Первый аспект — это принципиальная первичная функция, которую реализует знание. Для дисциплинарного знания — это заместительная, частично заместительная или, в крайнем случае, условно заместительная функция в отношении познаваемого. Для дискурсивного — любая внутри того дискурсивного единства, в условиях которого продуцировалось знание. Второй аспект — это мера социальной ответственности, которую готов нести индивид или коллективный субъект за то знание, которое определяется им в качестве заместительного в отношении познаваемого. За дисциплинарное знание такую ответственность несет сообщество исследователей, образующих дисциплинарное единство. За дискурсивное знание в рассматриваемом значении ответственности никто не несет, так как оно изначально и не предполагает того, что на него может возлагаться заместительная функция. В то же время разделение гуманитарного знания на дисциплинарное и дискурсивное является затруднительным, так как дисциплинарное знание, за невозможностью формирования полноценного парадигмального знания — единственно возможного в актуальный момент времени знания, в условиях гуманитарной науки, лишь весьма условно отделяется от знания дискурсивного. Условие проведения такого разделения связано с формированием ситуации перехода от натуралистического к деятельностному подходу к познанию, когда познаваемым определяется не нечто конкретное, а сама познавательная деятельность в отношении этого нечто конкретного. В итоге такое разделение позволяет не только принципиально менять характер формируемого знания в отношении предмета исследования с концептуального на полноценное теоретическое, но и трансформировать сам принцип функционирования дисциплинарной предметности, в условиях которой продуцируется это знание — будь то искусствоведение, культурология или философия. Основываясь на данном методологическом инструментарии обосновывается принципиальная возможность проведения демаркации между дисциплинарным и дискурсивным знанием в отношении экранных и зрелищных форм искусства, а также поэтапно конструируется на самом общем масштабе рассмотрения онтологическая схема предметной области для дисциплинарной предметности, познаваемым для которой являются, как сами эти формы, так и дискурсивная познавательная активность в их отношении.

Technology has altered the traditional academic library beyond recognition. These dramatic changes have impacted significantly on the knowledge and skills requirements for LIS professionals practising in this environment. While there have been studies in other parts of the world which have investigated the knowledge and skills requirements for the digital era academic library environment, to date no comprehensive study has ‘drilled’ down into this area in the South African context. This paper reports on a preliminary study which is part of a wider study aimed at developing a comprehensive skills statement which would provide an objective framework against which professional LIS practitioners in the modern academic library environment in South Africa may both measure their existing competencies and also identify the need for further skills acquisition. The research question guiding this preliminary investigation was: What key knowledge and skills are required for LIS professionals to effectively and efficiently practise in a digital era academic library in South Africa? The triangulated findings (using content analysis of job advertisements and semi-structured interviews) from this preliminary investigation are used to ascertain an initial picture of key knowledge and skills sets required for LIS professionals in this environment. These preliminary findings also proved useful in teasing out some of the parameters for the wider study targeting the development of a comprehensive skills statement for higher education libraries in South Africa. The study reported here has relevance for the academic library context in other parts of the world as well. [Copyright &y& Elsevier]