Towards Coherent Science and Technology Education

Autor/inn/en	Geraedts, Caspar; Boersma, Kerst Th.; Eijkelhof, Harrie M. C.
Titel	Towards Coherent Science and Technology Education
Quelle	In: Journal of Curriculum Studies, 38 (2006) 3, S.307-325 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
Schlagwörter	Technology Education; Integrated Curriculum; Science Education; Foreign Countries; Junior High Schools; Junior High School Students; Learning Processes; Outcomes of Education; Secondary School Teachers; Educational Practices; Netherlands + Suchen Sie Ihr Suchwort? Technisch-naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Ausland; Sekundarstufe I; Junior High Schools; Student; Students; Schüler; Schülerin; Learning process; Lernprozess; Lernleistung; Schulerfolg; Bildungspraxis; Niederlande
Abstract	The integration of science and technology education has been a topic of worldwide debate. However, the focus of the debate has been too much on the degree of integration of subjects at the expense of such important but related issues as the nature of the constituting disciplines, educational levels (state, school, classroom), and the objects of integration. Integration should be seen from the perspective of curricular coherence. Coherent science and technology education (CSTE) should pay attention both to uninterrupted learning on the part of students and to the nature of the constituting disciplines. This paper describes a study exploring CSTE practice in nine junior-secondary schools in the Netherlands. It recommends a framework to promote CSTE by stakeholders at the state, school, and classroom levels. (Contains 9 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10