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Journal of Curriculum Studies Volume 38, 2006 - Issue 3
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Original Articles

Towards coherent science and technology education

Caspar Geraedts Centre for Science and Mathematics Education of Utrecht University, The NetherlandsView further author information
,
Kerst Th. Boersma Professor of Biology Education at the Centre for Science and Mathematics Education of Utrecht UniversityView further author information
&
Harrie M. C. Eijkelhof Professor of Physics Education at the Centre for Science and Mathematics Education, Utrecht University, Postbus 80008, Utrecht, 3508 TA, The Netherlands E-mail: [email protected]View further author information
Pages 307-325 | Published online: 20 Feb 2007

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Peter C. Cormas. (2022) Preservice teachers’ beliefs in a mathematics/science course. Research in Science & Technological Education 40:2, pages 234-250.
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Pauline Swee Choo Goh, Esther T. Canrinus & Kung Teck Wong. (2020) Preservice teachers’ perspectives about coherence in their teacher education program. Educational Studies 46:3, pages 368-384.
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Jenni Sullanmaa, Kirsi Pyhältö, Janne Pietarinen & Tiina Soini. (2019) Curriculum coherence as perceived by district-level stakeholders in large-scale national curriculum reform in Finland. The Curriculum Journal 30:3, pages 244-263.
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Esther T. Canrinus, Ole Kristian Bergem, Kirsti Klette & Karen Hammerness. (2017) Coherent teacher education programmes: taking a student perspective. Journal of Curriculum Studies 49:3, pages 313-333.
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AshleyJ.J. Fenwick, Sarah Minty & Mark Priestley. (2013) Swimming against the tide: a case study of an integrated social studies department. The Curriculum Journal 24:3, pages 454-474.
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Delphine Sasanguie, Jan Elen, Geraldine Clarebout, Wim Van den Noortgate, Joke Vandenabeele & Bieke De Fraine. (2011) Disentangling instructional roles: the case of teaching and summative assessment. Studies in Higher Education 36:8, pages 897-910.
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LéonieJ. Rennie, Grady Venville & John Wallace. (2011) Learning science in an integrated classroom: Finding balance through theoretical triangulation. Journal of Curriculum Studies 43:2, pages 139-162.
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Bing Wei. (2009) In Search of Meaningful Integration: The experiences of developing integrated science curricula in junior secondary schools in China. International Journal of Science Education 31:2, pages 259-277.
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Articles from other publishers (14)

Kevin von Knebel, Sascha Schroeder & Susanne Bögeholz. (2023) Factors influencing self-efficacy beliefs of interdisciplinary science teaching – the role of teaching experience, science subjects studied, and desire to teach interdisciplinary science. Frontiers in Education 8.
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Tiina Soini, Kirsi Pyhältö, Kaisa Haverinen, Jenni Sullanmaa, Esko Leskinen & Janne Pietarinen. (2022) Building coherence and impact: differences in Finnish school level curriculum making. Curriculum Perspectives 42:2, pages 121-133.
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Ebru DEMİR & Canan NAKİBOĞLU. (2021) 2018 Yılı Fen Bilimleri Dersi Öğretim Programı’nın Kimya Konuları Bağlamında İncelenmesiInvestigation of the 2018 Science Curriculum in the Context of Chemistry Subjects. Turkiye Kimya Dernegi Dergisi Kısım C: Kimya Egitimi 6:1, pages 23-70.
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Jogaila Vaitekaitis. (2019) STEM Education: From Sputnik to Girl Scouts. Acta Paedagogica Vilnensia 43, pages 100-118.
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Peter C. Cormas & Samantha Middlemiss. (2019) Preservice teachers’ use of mathematics and science learning processes. School Science and Mathematics 119:8, pages 432-445.
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Esther T. Canrinus, Kirsti Klette & Karen Hammerness. (2017) Diversity in Coherence: Strengths and Opportunities of Three Programs. Journal of Teacher Education 70:3, pages 192-205.
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Aisien Felix Aibuedefe & Aisien Eki Tina. (2017) Current Challenges in Science and Technical Education in Nigeria. Current Challenges in Science and Technical Education in Nigeria.
Ajeevsing Bholoa, Gráinne Walshe & Yashwantrao Ramma. 2017. Science Education. Science Education 211 220 .
Gráinne Walshe, Jennifer Johnston & George McClelland. 2017. Cognitive and Affective Aspects in Science Education Research. Cognitive and Affective Aspects in Science Education Research 309 321 .
Mei-Shiu Chiu. (2015) The Challenge of Learning Physics Before Mathematics: A Case Study of Curriculum Change in Taiwan. Research in Science Education 46:6, pages 767-786.
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Italo Testa, Sara Lombardi, Gabriella Monroy & Elena Sassi. 2016. Iterative Design of Teaching-Learning Sequences. Iterative Design of Teaching-Learning Sequences 101 125 .
Italo Testa & Gabriella Monroy. 2016. Iterative Design of Teaching-Learning Sequences. Iterative Design of Teaching-Learning Sequences 233 286 .
Adri Dierdorp, Arthur Bakker, Jan A van Maanen & Harrie MC Eijkelhof. (2014) Meaningful statistics in professional practices as a bridge between mathematics and science: an evaluation of a design research project. International Journal of STEM Education 1:1.
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Hilde J. Boer, Gjalt T. Prins, Martin J. Goedhart & Kerst Th. Boersma. 2014. Topics and Trends in Current Science Education. Topics and Trends in Current Science Education 385 402 .

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