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dc.contributor.authorRennie, Leonie
dc.contributor.authorVenville, G.
dc.contributor.authorWallace, J.
dc.contributor.editorLeonie Rennie, Grady Venville, John Wallace
dc.date.accessioned2017-01-30T14:20:38Z
dc.date.available2017-01-30T14:20:38Z
dc.date.created2015-03-03T20:17:56Z
dc.date.issued2012
dc.date.submitted2015-03-04
dc.identifier.citationRennie, 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.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/38438
dc.description.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.

dc.publisherRoutledge
dc.titleReflecting on Curriculum Integration: Seeking Balance and Connection Through a Worldly Perspective
dc.typeBook Chapter
dcterms.dateSubmitted2015-03-04
dcterms.source.startPage123
dcterms.source.endPage142
dcterms.source.titleIntegrating Science, Technology, Engineering, and Mathematics: Issues, Reflections, and Ways Forward
dcterms.source.isbn978-0-415-89756-3
dcterms.source.placeUnited States
dcterms.source.chapter12
curtin.digitool.pid219165
curtin.pubStatusPublished
curtin.refereedTRUE
curtin.departmentOffice of DVC Research and Development
curtin.identifier.scriptidPUB-VC-ORD-LR-65874
curtin.accessStatusFulltext not available


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