Learning science in an integrated classroom: Finding balance through theoretical triangulation

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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...

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Bibliographic Details
Main Authors:	Rennie, Leonie, Venville, G., Wallace, J.
Format:	Journal Article
Published:	Taylor and Francis Group 2010
Subjects:	science learning theoretical triangulation science education integrated curriculum
Online Access:	http://hdl.handle.net/20.500.11937/39282

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