Curriculum integration: Challenging the assumption of school science as powerful knowledge

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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....

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Bibliographic Details
Main Authors:	Venville, G., Rennie, Leonie, Wallace, J.
Other Authors:	Barry Fraser
Format:	Book Chapter
Published:	Springer 2012
Online Access:	http://hdl.handle.net/20.500.11937/23570

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