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    The writing on the wall: Classroom context, curriculum implementation, and student learning in integrated, community-based science projects.

    Access Status
    Fulltext not available
    Authors
    Venville, G.
    Sheffield, Rachel
    Rennie, Leonie
    Wallace, J.
    Date
    2008
    Type
    Journal Article
    
    Metadata
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    Citation
    Venville, G. and Sheffield, R. and Rennie, L. and Wallace, J. 2008. The writing on the wall: Classroom context, curriculum implementation, and student learning in integrated, community-based science projects. Journal of Research in Science Teaching. 45 (8): pp. 857-880.
    Source Title
    Journal of Research in Science Teaching
    DOI
    10.1002/tea.20245
    ISSN
    00224308
    School
    Science and Mathematics Education Centre (Research Institute)
    URI
    http://hdl.handle.net/20.500.11937/47843
    Collection
    • Curtin Research Publications
    Abstract

    In this study we examined curriculum integration in new ways by exploring the link between classroom context, the implementation of community-based, integrated science projects, and the subsequent student learning. The literature is inconsistent regarding the benefits of an integrated approach to curriculum. The research design was a multiple case study conducted in two classrooms in different schools. We employed a “worldly interpretive framework” that recognizes and embraces the importance of context in framing curriculum practices and outcomes. We found that similar projects in the two classrooms produced distinctly different (and equally valid) outcomes—focused either on bounded discipline-specific knowledge or, alternatively, on issues and problems that transcended disciplinary boundaries.

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