The declarative and procedural knowledge contained in a discipline and its influence on the teaching method

Abstract

This paper examines tbe influence that the content exerts on the method of teaching. It is argued that the notion teachers typically have about this influence is derived, mostly, from an erroneous preconception on the teaching and on the type of knowledge that has to be taught. The reasons that explain the persistence of that preconception are described, and, in that context, some models of teaching that have received a considerable acceptance are analyzed critically. Starting from the distinction between declarative and procedural knowledge it is explained how the content determines the method only in as much as the content is considered from a procedural perspective. It is claimed, also, that only when the knowledge is considered from a procedural view it is possible to attempt to solve the problem of the sense that for the students could have the teaching of a discipline.