'Covering content' and 'teaching thinking': the issue facing middle years teachers of discipline-based subjects
This paper addresses the long-standing dilemma of 'covering content' and 'teaching thinking' that has concerned teachers of specialist discipline subjects. It aims to identify and examine the mix of theoretical and historical factors that have contributed to this dilemma. In the process, a framework for both understanding the dilemma and developing a pedagogy for dealing with it at the level of classroom practice is proposed.
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