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 |
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Taylor and Francis Group
2010
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| Online Access: | http://hdl.handle.net/20.500.11937/39282 |
| _version_ | 1848755549325230080 |
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| author | Rennie, Leonie Venville, G. Wallace, J. |
| author_facet | Rennie, Leonie Venville, G. Wallace, J. |
| author_sort | Rennie, Leonie |
| building | Curtin Institutional Repository |
| collection | Online Access |
| 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 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. |
| first_indexed | 2025-11-14T08:58:04Z |
| format | Journal Article |
| id | curtin-20.500.11937-39282 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T08:58:04Z |
| publishDate | 2010 |
| publisher | Taylor and Francis Group |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-392822017-09-13T15:59:56Z Learning science in an integrated classroom: Finding balance through theoretical triangulation Rennie, Leonie Venville, G. Wallace, J. science learning theoretical triangulation science education integrated curriculum 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 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. 2010 Journal Article http://hdl.handle.net/20.500.11937/39282 10.1080/00220272.2010.509516 Taylor and Francis Group fulltext |
| spellingShingle | science learning theoretical triangulation science education integrated curriculum Rennie, Leonie Venville, G. Wallace, J. Learning science in an integrated classroom: Finding balance through theoretical triangulation |
| title | Learning science in an integrated classroom: Finding balance through theoretical triangulation |
| title_full | Learning science in an integrated classroom: Finding balance through theoretical triangulation |
| title_fullStr | Learning science in an integrated classroom: Finding balance through theoretical triangulation |
| title_full_unstemmed | Learning science in an integrated classroom: Finding balance through theoretical triangulation |
| title_short | Learning science in an integrated classroom: Finding balance through theoretical triangulation |
| title_sort | learning science in an integrated classroom: finding balance through theoretical triangulation |
| topic | science learning theoretical triangulation science education integrated curriculum |
| url | http://hdl.handle.net/20.500.11937/39282 |