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.
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Document Type: Research Article
Centre for Science and Mathematics Education of Utrecht University, The Netherlands
Professor of Biology Education at the Centre for Science and Mathematics Education of Utrecht University
Professor of Physics Education at the Centre for Science and Mathematics Education, Utrecht University, Postbus 80008, Utrecht, 3508 TA, The Netherlands
Publication date: 2006-06-01
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