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Direct linkRennie, Leonie J.; Venville, Grady; Wallace, John – Journal of Curriculum Studies, 2011
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…
Descriptors: Integrated Curriculum, Science Education, Research Methodology, Learning Theories
