Didactic transposition of mathematics and biology into a course for pre-service teachers: A case study of 'Health - Risk or Chance?’

This paper represents work in progress on the didactic
transposition resulting in an interdisciplinary course for preservice
teachers. It is shown how knowledge for teachers can be
described using the anthropological theory of the didactic, and the
first steps of an analysis of the course’s genesis is presented. Firstly,
the ‘knowledge to be taught’ chosen for interdisciplinary consideration
is seen to be determined by the “noosphere” outside the
teaching disciplines. Secondly, a more internal transposition takes
over, attempting to supply, and create a meaningful bi-disciplinary
connection. The resulting course description is presented, and furthermore
an ‘a priori’ analysis of a Study and Research Path is
briefly discussed as a means to satisfy many of the constraints put
on ‘taught knowledge’.