Reflecting on Curriculum Integration: Seeking Balance and Connection Through a Worldly Perspective

Rennie, Leonie; Venville, G.; Wallace, J.

Access Status

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Authors

Rennie, Leonie

Venville, G.

Wallace, J.

Date

2012

Type

Book Chapter

Metadata

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Citation

Rennie, L. and Venville, G. and Wallace, J. 2012. Reflecting on Curriculum Integration: Seeking Balance and Connection Through a Worldly Perspective, in Rennie, L.J. and Venville, G. and Wallace, J. (ed), Integrating Science, Technology, Engineering, and Mathematics: Issues, Reflections, and Ways Forward, pp. 123-142. United States: Routledge.

Source Title

Integrating Science, Technology, Engineering, and Mathematics: Issues, Reflections, and Ways Forward

ISBN

978-0-415-89756-3

School

Office of DVC Research and Development

URI

http://hdl.handle.net/20.500.11937/38438

Collection

Curtin Research Publications

Abstract

In this chapter, we revisit the ten case stories and draw from them the lessons we learnt about the kinds of conditions and structures that facilitated teachers’ efforts in implementing an integrated curriculum in STEM subjects, and the challenges that needed to be overcome to do this successfully. Based on this discussion we suggest that a more holistic view is needed to consider the kinds of curricula that will be of advantage to students as they leave school and begin their life after school. We call this holistic view a Worldly Perspective, and we describe how it can help frame STEM curricula.