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 |
| Published: |
Springer
2012
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| Online Access: | http://hdl.handle.net/20.500.11937/23570 |
| _version_ | 1848751187970490368 |
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| author | Venville, G. Rennie, Leonie Wallace, J. |
| author2 | Barry Fraser |
| author_facet | Barry Fraser Venville, G. Rennie, Leonie Wallace, J. |
| author_sort | Venville, G. |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | 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. On the other hand, integrated approaches to schooling are seen to better reflect the realities of students’ experiences outside school by making learning more applied, more critical, more inventive and more meaningful for students. This chapter explores this ‘curriculum tension’ by examining seven issues around which discussion about curriculum integration tends to circulate. |
| first_indexed | 2025-11-14T07:48:45Z |
| format | Book Chapter |
| id | curtin-20.500.11937-23570 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T07:48:45Z |
| publishDate | 2012 |
| publisher | Springer |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-235702023-02-02T07:57:40Z Curriculum integration: Challenging the assumption of school science as powerful knowledge Venville, G. Rennie, Leonie Wallace, J. Barry Fraser Kenneth Tobin Campbell McRobbie 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. On the other hand, integrated approaches to schooling are seen to better reflect the realities of students’ experiences outside school by making learning more applied, more critical, more inventive and more meaningful for students. This chapter explores this ‘curriculum tension’ by examining seven issues around which discussion about curriculum integration tends to circulate. 2012 Book Chapter http://hdl.handle.net/20.500.11937/23570 10.1007/978-1-4020-9041-7_49 Springer restricted |
| spellingShingle | Venville, G. Rennie, Leonie Wallace, J. Curriculum integration: Challenging the assumption of school science as powerful knowledge |
| title | Curriculum integration: Challenging the assumption of school science as powerful knowledge |
| title_full | Curriculum integration: Challenging the assumption of school science as powerful knowledge |
| title_fullStr | Curriculum integration: Challenging the assumption of school science as powerful knowledge |
| title_full_unstemmed | Curriculum integration: Challenging the assumption of school science as powerful knowledge |
| title_short | Curriculum integration: Challenging the assumption of school science as powerful knowledge |
| title_sort | curriculum integration: challenging the assumption of school science as powerful knowledge |
| url | http://hdl.handle.net/20.500.11937/23570 |