Learning science in an integrated classroom: Finding balance through theoretical triangulation
The central thesis of this paper is that the learning of science in integrated curricular contexts requires a broader theoretical framework than is typically adopted by researchers and teachers. The common practice of interpreting science learning in terms of conceptual and procedural understandings in such contexts is problematized through an examination of the literature. As an alternative to the traditional approach, a triangulation of three theoretical perspectives is undertaken to view the...[Show more]
|Collections||ANU Research Publications|
|Source:||Journal of Curriculum Studies|
|Access Rights:||Open Access|
|Learning science in an integrated classroom Finding balance through theoretical triangulation.pdf||202.71 kB||Adobe PDF||Request a copy|
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