"curricular knowledge" is a correct and commonly used phrase in written English.
It refers to the knowledge and skills that are typically taught and learned in a specific curriculum or educational program. Example: The students demonstrated their strong curricular knowledge in the math competition, answering difficult questions with ease.
However, previous research has revealed that science teachers' content knowledge, curricular knowledge, and pedagogical content knowledge on models and modelling are often incomplete or inadequate.
Shulman ([1986]) first suggested that there are three domains of knowledge that are required for teaching: pedagogical content knowledge (PCK), subject matter content knowledge (CK), and curricular knowledge.
Assessment of teachers' professional knowledge and skills often is based on Shulman's (1986) description of teacher knowledge, which comprises general pedagogical knowledge, subject matter knowledge, curricular knowledge, and pedagogical content knowledge (PCK).
Also, this kind of approach can be used in different subjects or to work different kinds of curricular knowledge, for instance, science, arithmetic, geography and the interest and understanding of other cultures.
CK was defined as the amount and organization of subject matter knowledge per se in the mind of a teacher, and curricular knowledge was defined as the full range of programs designed for the teaching of a particular subject at a particular level (Shulman [1986]).
Teachers have to be trained not only in technological and curricular knowledge but also on methodology and formative assessment.
Flossie is also the interdisciplinary specialist with ART21 Educators, a nonprofit designed to support K-12 teachers to bring contemporary art, artists, and themes into classroom teaching and learning, and broaden their curricular focus to include inquiry into contemporary issues and questions that demand cross-curricular knowledge and ways of thinking through contemporary art.
We thus provide new insights into factors related to the transfer between students' domain-specific and cross-curricular knowledge and skills (Capability-Utilisation Hypothesis).
Dr. Burns described the three key areas of OPENPediatrics: a Library of learning modules, a system of Curricular pathways, and Knowledge sharing exchange.
For this purpose, we designed a student survey to test student awareness of extra-curricular non-taught knowledge of radiological anatomy and other elements of clinical radiology.
In addition to curricular and subject matter knowledge, teachers' PCK is a crucial part of their domain-specific professional knowledge (Baxter and Lederman 1999; Berry et al. 2008).
