Identifying didactic knowledge: An empirical study of the educationally critical aspects of learning about information systems

Abstract

This paper backgrounds and illustrates an approach to researching didactic knowledge. Underlying the approach are some of the frameworks developed from the student learning research. Based on these frameworks the experience of learning about a particular phenomenon is theorised as having educationally critical aspects. Without addressing these aspects in learning experiences students are highly unlikely to achieve the target understanding desired by the teacher. The approach developed to research educationally critical aspects compares scholarly and student experiences of learning about a phenomenon using the analytical framework of a structure of awareness. An application of the approach is..