@article {144862,
	title = {Connected knowledge in science and mathematics education},
	journal = {International Journal of Science Education},
	volume = {23},
	year = {2006},
	pages = {1579-1600},
	abstract = {While the traditional meaning of connected knowledge is valuable in some school subjects, it does not address the main activities of knowledge acquisition in subjects such as physics and mathematics. The goal of this article is to analyze the relationships between the concepts {\textquotedblleft}learning for understanding{\textquotedblright} and {\textquotedblleft}connected knowledge{\textquotedblright}, a central theme in feminist epistemology. In learning for understanding, the learner forms multiple, intricate connections among the concepts she is studying in school, between school concepts and her everyday concepts, and between school concepts and their wider context. Viewing connected knowledge as tightly related to understanding has several important implications. It brings connected knowledge into the central learning activities that take place in school science and mathematics, and gives it a high status. It contributes to our understanding of gender-related patterns in thinking; and it may form a unifying theoretical framework for many studies and projects in the field of gender fair education.},
	url = {https://doi.org/10.1080/09500690500439199},
	author = {Zohar A.,}
}
