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Learning science in an integrated classroom: Finding balance through theoretical triangulation

Rennie, Léonie J.; Venville, Grady; Wallace, John


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]

CollectionsANU Research Publications
Date published: 2011
Type: Journal article
Source: Journal of Curriculum Studies
DOI: 10.1080/00220272.2010.509516
Access Rights: Open Access


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