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    Student Understanding and Application of Science Concepts in the Context of an Integrated Curriculum Setting

    Access Status
    Fulltext not available
    Authors
    Venville, G.
    Rennie, Leonie
    Wallace, J.
    Date
    2005
    Type
    Journal Article
    
    Metadata
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    Citation
    Venville, G. and Rennie, L. and Wallace, J. 2005. Student Understanding and Application of Science Concepts in the Context of an Integrated Curriculum Setting. International Journal of Science and Mathematics Education. 1 (4): pp. 449-475.
    Source Title
    International Journal of Science and Mathematics Education
    DOI
    10.1007/s10763-005-2838-3
    ISSN
    15710068
    School
    Office of Research and Development
    URI
    http://hdl.handle.net/20.500.11937/11068
    Collection
    • Curtin Research Publications
    Abstract

    The integration of science with other disciplines is a popular curriculum reform strategy. However, there is an absence of empirical research into how students understand and apply science concepts in integrated curricula settings. This case study focuses on three pairs of Year 9 students and their understanding and application of the concepts of electrical circuit and current in the construction of a solar-powered boat. Our results revealed some limited evidence of students applying formal science knowledge to complete their projects and bridge the discipline boundaries. However, students did not always hold and use the accepted scientific view of electrical current as they undertook their projects. We conclude that integrated approaches to teaching science may be appropriate to engage students in using scientific knowledge as a tool to solve real-world problems, but raise some questions as to whether they improve conceptual understanding.

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