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

Abstract

The central thesis of this paper is that the learning of science in integrated curricular contexts requires a broader theoretical framework than is typically adopted by researchers and teachers. The common practice of interpreting science learning in terms of conceptual and procedural understandings in such contexts is problematized through an examination of the literature. As an alternative to the traditional approach, a triangulation of three theoretical perspectives is undertaken to view the science learning in a classroom case study of integrated curriculum. The conclusion highlights the necessity of balance between the disciplinary forces on curriculum and the forces that better reflect the multiple dimensions of learning in the real world. The use of theoretical triangulation is demonstrated as a technique through which a balanced, and more complete, view of learning in integrated contexts can be achieved.

Keywords:

• integrated curriculum
• science learning
• science education
• theoretical triangulation

Notes

1. For example, Fogarty (1991), Geraedts et al. (2006), Kysilka (1998), and Wallace et al. (2005).

2. See Czerniak (2007), Drake (1993), Jacobs (1989), Koirala and Bowman (2003), Meier et al. (1998), Vars (2001), Venville et al. (2008), and Wallace et al. (2007).

3. See Czerniak et al. (1999), Vars (1991), and Wallace et al. (2001).

4. See, e.g. Beane (1995), Gardner and Boix‐Mansilla (1994), González (2004), and Schoenfeld (2004).

5. Of course, parallel arguments can be made for most other school subjects.