The way that knowledge is structured has implications for the way we teach. Where the information that is presented in lectures fails to represent the knowledge structure of the discipline, then students have to resort to rote learning of materials. Where the curriculum structure aligns with the structure of the discipline, then students will be learning in more authentic ways and will have access to powerful knowledge. To get to this point, teachers first need to consider the structure of their own discipline and the values that underpin their teaching so they may reflect on the appropriateness of their professional practice.
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