Curriculum integration: Challenging the assumption of school science as powerful knowledge
On the one hand, it is argued that disciplinary approaches to curriculum that include the teaching and learning of traditional, sharply defined subjects, such as physics, chemistry, biology and algebra, provide specialised knowledge that enables rigorous explanation of focused aspects of the world....
| Main Authors: | , , |
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| Other Authors: | |
| Format: | Book Chapter |
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Springer
2012
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| Online Access: | http://hdl.handle.net/20.500.11937/23570 |