On modeling our understanding of the practice fields

Research output: Contribution to journalArticle

Abstract

Our understanding of the kinds of knowledge demanded for the practice fields is intimately connected to a broader set of ideas linking practice, inquiry, and learning. This article aims to illustrate two mental models or frameworks, each of which carries different assumptions about the meaning of practice, knowledge, inquiry and learning.

Original languageEnglish (US)
Pages (from-to)313-332
Number of pages20
JournalPedagogy, Culture and Society
Volume13
Issue number3
DOIs
StatePublished - Jan 1 2005

Fingerprint

learning

ASJC Scopus subject areas

  • Cultural Studies
  • Education

Cite this

On modeling our understanding of the practice fields. / Schwandt, Thomas A.

In: Pedagogy, Culture and Society, Vol. 13, No. 3, 01.01.2005, p. 313-332.

Research output: Contribution to journalArticle

@article{e4e7842dfddd457f8b6f1c94666782c2,
title = "On modeling our understanding of the practice fields",
abstract = "Our understanding of the kinds of knowledge demanded for the practice fields is intimately connected to a broader set of ideas linking practice, inquiry, and learning. This article aims to illustrate two mental models or frameworks, each of which carries different assumptions about the meaning of practice, knowledge, inquiry and learning.",
author = "Schwandt, {Thomas A.}",
year = "2005",
month = "1",
day = "1",
doi = "10.1080/14681360500200231",
language = "English (US)",
volume = "13",
pages = "313--332",
journal = "Curriculum Studies",
issn = "1468-1366",
publisher = "Routledge",
number = "3",

}

TY - JOUR

T1 - On modeling our understanding of the practice fields

AU - Schwandt, Thomas A.

PY - 2005/1/1

Y1 - 2005/1/1

N2 - Our understanding of the kinds of knowledge demanded for the practice fields is intimately connected to a broader set of ideas linking practice, inquiry, and learning. This article aims to illustrate two mental models or frameworks, each of which carries different assumptions about the meaning of practice, knowledge, inquiry and learning.

AB - Our understanding of the kinds of knowledge demanded for the practice fields is intimately connected to a broader set of ideas linking practice, inquiry, and learning. This article aims to illustrate two mental models or frameworks, each of which carries different assumptions about the meaning of practice, knowledge, inquiry and learning.

UR - http://www.scopus.com/inward/record.url?scp=67651200290&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=67651200290&partnerID=8YFLogxK

U2 - 10.1080/14681360500200231

DO - 10.1080/14681360500200231

M3 - Article

AN - SCOPUS:67651200290

VL - 13

SP - 313

EP - 332

JO - Curriculum Studies

JF - Curriculum Studies

SN - 1468-1366

IS - 3

ER -