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

Grady Venville; Rachel Sheffield; Léonie J. Rennie; John Wallace

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

机译：墙上的文字：课堂背景，课程实施以及基于社区的综合科学项目中的学生学习

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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. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 857-880, 2008

机译：在这项研究中，我们通过探索课堂环境，基于社区的综合科学项目的实施以及随后的学生学习之间的联系，以新的方式检查了课程整合。关于课程整合方法的益处，文献不一致。研究设计是在不同学校的两个教室中进行的多案例研究。我们采用了一个世俗的解释框架，该框架承认并接受上下文在制定课程实践和结果时的重要性。我们发现，两个教室中的类似项目产生了截然不同的结果（并且同样有效）-要么专注于特定学科的有限知识，要么专注于超越学科界限的问题。 ©2008 Wiley Periodicals，Inc. J Res Sci Teach 45：857-880，2008

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《Journal of Research in Science Teaching》 |2008年第8期|857-880|共24页
作者
Grady Venville; Rachel Sheffield; Léonie J. Rennie; John Wallace;
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Graduate School of Education (M428), University of Western Australia, 35 Stirling Highway, Crawley WA 6009, Australia;

Science and Mathematics Education Centre, Curtin University of Technology;

Science and Mathematics Education Centre, Curtin University of Technology;

Ontario Institute for Studies in Education of the University of Toronto;

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

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