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

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

Description

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]

dc.contributor.authorRennie, Léonie J.
dc.contributor.authorVenville, Grady
dc.contributor.authorWallace, John
dc.date.accessioned2018-10-04T05:14:46Z
dc.identifier.issn0022-0272
dc.identifier.urihttp://hdl.handle.net/1885/148113
dc.description.abstractThe 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 science learning in a classroom case study of integrated curriculum. The conclusion highlights the necessity of balance between the disciplinary forces on curriculum and the forces that better reflect the multiple dimensions of learning in the real world. The use of theoretical triangulation is demonstrated as a technique through which a balanced, and more complete, view of learning in integrated contexts can be achieved.
dc.format.mimetypeapplication/pdf
dc.publisherTaylor & Francis
dc.rights© 2011 Taylor & Francis
dc.sourceJournal of Curriculum Studies
dc.titleLearning science in an integrated classroom: Finding balance through theoretical triangulation
dc.typeJournal article
local.description.notesThe author Grady Venville was affiliated with University of Western Australia when the paper was published.
local.identifier.citationvolume43
dc.date.issued2011
local.publisher.urlhttps://www.routledge.com/
local.type.statusPublished Version
local.contributor.affiliationVenville, G., Office of the Vice Chancellor, The Australian National University
local.description.embargo2037-12-31
local.bibliographicCitation.issue2
local.bibliographicCitation.startpage139
local.bibliographicCitation.lastpage162
local.identifier.doi10.1080/00220272.2010.509516
CollectionsANU Research Publications

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