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Peer reviewedBenson, Garth D. – Journal of Curriculum Studies, 1989
Argues that individual teacher's conceptions of disciplinary knowledge are reflected in the curricula but that institutional factors also influence the curriculum presented to students. Discusses constructivist epistemology and employs qualitative research to interpret teachers' conceptions in a case study of three biology teachers. Suggests…
Descriptors: Biology, Case Studies, Cognitive Structures, Curriculum Development
