Reflecting on Curriculum Integration: Seeking Balance and Connection Through a Worldly Perspective
|dc.contributor.editor||Leonie Rennie, Grady Venville, John Wallace|
|dc.identifier.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.|
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.title||Reflecting on Curriculum Integration: Seeking Balance and Connection Through a Worldly Perspective|
|dcterms.source.title||Integrating Science, Technology, Engineering, and Mathematics: Issues, Reflections, and Ways Forward|
|curtin.department||Office of DVC Research and Development|
|curtin.accessStatus||Fulltext not available|