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

Rennie, Léonie J.; Venville, Grady; Wallace, John

doi:10.1080/00220272.2010.509516

Cited by 22 publications

(18 citation statements)

References 39 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Dede, 2010), and skills and knowledge related to situational issues and practical problems. In establishing student learning effects resulting from integrated curricula, it is therefore important to pay attention to more than the results on standardized tests (Rennie, Venville, & Wallace, 2010).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…An example is that although we looked for reported learning gains on 21st century skills in all of the studies, it may be that they were simply not researched and reported in the older articles because the focus on these skills has been growing in particular during the last 10 years. In terms of Rennie et al (2010), the available data limit the lenses we can use to analyze them.…”

Section: Study Limitationsmentioning

confidence: 99%

See 1 more Smart Citation

Promoting science and technology in primary education: a review of integrated curricula

Gresnigt

Taconis

Keulen

et al. 2014

Studies in Science Education

View full text Add to dashboard Cite

Integrated curricula seem promising for the increase of attention on science and technology in primary education. A clear picture of the advantages and disadvantages of integration efforts could help curriculum innovation. This review has focussed on integrated curricula in primary education from 1994 to 2011. The integrated curricula were categorized according to a taxonomy of integration types synthesized from the literature. The characteristics that we deemed important were related to learning outcomes and success/fail factors. A focus group was formed to facilitate the process of analysis and to test tentative conclusions. We concluded that the levels in our taxonomy were linked to (a) student knowledge and skills, the enthusiasm generated among students and teachers, and the teacher commitment that was generated; and (b) the teacher commitment needed, the duration of the innovation effort, the volume and comprehensiveness of required teacher professional development, the necessary teacher support, and the effort needed to overcome tensions with standard curricula. Almost all projects were effective in increasing the time spent on science at school. Our model resolves Czerniac's definition problem of integrating curricula in a productive manner, and it forms a practical basis for decision-making by making clear what is needed and what output can be expected when plans are being formulated to implement integrated education.

show abstract

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Study Limitationsmentioning

confidence: 99%

Promoting science and technology in primary education: a review of integrated curricula

Gresnigt

Taconis

Keulen

et al. 2014

Studies in Science Education

View full text Add to dashboard Cite

show abstract

“…Theoretical triangulation can be defined as the use of at least two theoretical perspectives within the same study, with the aim to eliminate, reduce, or counterbalance the shortcomings of a single approach, and, thereby, increase the ability to interpret the research findings at hand (Begley ; Denzin 2009/1970; Rennie et al. ; Thurmond ). Theoretical triangulation thus means applying multiple lenses, and the approaches used may have similar or opposing viewpoints, depending on what the researcher hopes to accomplish.…”

Section: Four Ways To Triangulate Different Theoretical Perspectivesmentioning

confidence: 99%

Professions and Professionals: Capturing the Changing Role of Expertise Through Theoretical Triangulation

Burau¹,

Andersen²

2014

Am J Econ Sociol

View full text Add to dashboard Cite

“…The NGSS standards document specifically highlights connections to the Common Core State Standards (CCSS) in ELA and math. Teaching integrated science, which includes bridging the scientific domains, and includes both mathematics and ELA instruction, requires a shift in teachers' conceptual framework of both their concept of teaching and their specific discipline (Rennie, Venville, & Wallace, 2011). In effect, science teachers need to be applied mathematics and ELA teachers, as well as versed in all of the scientific disciplines.…”

Section: Science Content In the Ngssmentioning

confidence: 99%

High school science teachers' receptivity to the next generation science standards : an examination of discipline specific factors

Shapiro¹

View full text Add to dashboard Cite

The Next Generation Science Standards (NGSS), are the biggest change to American science education since the National Science Education Standards (NSES) were published. While inquiry was central to the NSES, science assessment largely addressed factual knowledge acquisition.The NGSS represent a significant practical change for teachers as they mark a return to the ideals specified in the National Science Education Standards (NSES) and Benchmarks for Science Literacy. The purpose of this explanatory sequential, mixed-methods study was to identify and compare the factors that influenced high school science teachers' receptivity to the curricular shifts necessitated by the adoption of the NGSS. The survey data identified three factors as significant predictors of teacher receptivity: teachers' non-monetary cost-benefit analysis, alignment between the NGSS and their current teaching style, and concerns about student readiness. To understand how these factors operate in the classroom, both receptive and nonreceptive teachers were interviewed. In terms of cost-benefit analysis, all teachers agree that time is a significant cost. This includes the time it takes to adapt lessons to the NGSS, and the time it takes to teach in a way that integrates the three parts of the NGSS which are the practices of science and engineering, the crosscutting concepts, and the disciplinary core ideas. In terms of alignment between their teaching style and the NGSS, teachers talked about the lack of examples of what NGSS-aligned instruction looks like and the dearth of accessible high quality professional development. Finally, concerns about students' readiness focused on both inadequate preparation for college-level science coursework and deficits in science instruction in the lower grades.

show abstract

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

Cited by 22 publications

References 39 publications

Promoting science and technology in primary education: a review of integrated curricula

Promoting science and technology in primary education: a review of integrated curricula

Professions and Professionals: Capturing the Changing Role of Expertise Through Theoretical Triangulation

High school science teachers' receptivity to the next generation science standards : an examination of discipline specific factors

Contact Info

Product

Resources

About