Learning science in an integrated classroom: Finding balance through theoretical triangulation
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...
| Main Authors: | , , |
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| Format: | Journal Article |
| Published: |
Taylor and Francis Group
2010
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| Subjects: | |
| Online Access: | http://hdl.handle.net/20.500.11937/39282 |