Learning science in an integrated classroom: Finding balance through theoretical triangulation

Journal of Curriculum Studies

Volumn 43, Issue 2, 2011, Pages 139-162

  Rennie, Léonie J ^a   Venville, Grady ^b   Wallace, John ^c  

^a CURTIN UNIVERSITY   (Australia)

^b UNIVERSITY OF WESTERN AUSTRALIA   (Australia)

^c UNIVERSITY OF TORONTO   (Canada)

Author keywords

Integrated curriculum; Science education; Science learning; Theoretical triangulation

Indexed keywords

EID: 79957461106     PISSN: 00220272     EISSN: 13665839     Source Type: Journal    
DOI: 10.1080/00220272.2010.509516     Document Type: Article

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