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

Autor/inn/en	Rennie, Léonie J.; Venville, Grady; Wallace, John
Titel	Learning science in an integrated classroom. Finding balance through theoretical triangulation.
Quelle	In: Journal of curriculum studies, 43 (2011) 2, S. 139-162Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2010.509516
Schlagwörter	Lernen; Curriculum; Naturwissenschaftlicher Unterricht; Theorie; Triangulation
Abstract	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.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2013/1