a discipline-centered curricular approach should be centered in structure, which is not incompatible with subjects, problems, or interests as bases for organization of the content for learning. Kelly, G. J., Luke, A., & Green, J. There was philosophy - students reflecting on values and ‘goods’. ELL students should be exposed to the same grade level standards as their English-speaking peers, and teachers should use a variety of assessment strategies to gauge student learning. Like all catch-all terms it has the habit of...catching all. We now need to add power, rigour and support to these circles. Can we teach it or is it experienced? This change, according to Ravetz, is a revolution in thinking, somewhat akin to the Copernican revolution or the revolution of Charles Darwin’s Theory of Evolution by Natural Selection. (ES) Descriptors: Behavior Change , Curriculum , Curriculum Design , Curriculum Development , Discipline , Federal Programs , Improvement , Instruction , Learning , Problems , Teaching Disciplinary versus Integrated Curriculum. Day (Ed.). This article is a shortened and revised version of a chapter that will be included in the Second International Handbook of Science Education that will be published by Springer in 2010. Creating contextually authentic science in a ‘low-performing’ urban elementary school. Pang, J. S. & Good, R. (2000). In more recent years the purpose of learning science in school has been described in a different way that reflects the need for a scientifically literate population. In M. W. Apple & J. The important question is about the degree to which we can abandon science as coherent, well-insulated, and established disciplines that offer students a profound framework of knowledge and processes on which to base their learning. High school science was traditionally seen as a passage to higher education and career choices for those students talented and interested in science. Apple and Beane, 1999)8 ; futures studies (e.g., Lloyd and Wallace, 2004)9 ; and, youth-centered perspective (e.g., Buxton, 2006)10. After all, a focus on well-being is time consuming and hard to measure. The Year 6 and 7 classes in the school were working on a science-based project about the ‘health’ of a local lake. A curriculum of the heart: a disciplinary framework. Wallace, J., Sheffield, R., Rennie, L., & Venville, G. (2007). Finally, powerful knowledge has traditionally been knowledge from within the highly defined and highly insulated school disciplines. In this article we will explore the conundrum that faces Australian curriculum developers and curriculum consumers about the issue of disciplinary versus integrated approaches to curriculum, particularly within the broad subject area of science. Brantlinger, E. & Majd-Jabbari, M. (1998). Is school science under threat from curriculum integration and new, holistic world views? On the affective front of the debate, supporters of integrated approaches refer to the statistics showing adolescent disengagement with traditional approaches to schooling and suggest that integrated approaches motivate and interest students in ways that disciplinary content, delivered by traditional pedagogical means, fail to do (Senechal, 2008)13. The Sixth Form Forum that saw students debate the issues about religious beliefs and LGBT was in the realm of the objective and the contextual. Globalization and science education: The implications of science in the new economy. Real world scientific perplexities, including the issues of environmental sustainability, are clearly becoming part of the real world of science education. A. Beane (Eds.). In addition to brilliant curriculum opportunities - music, drama, art, sport etc. The philosophy for children techniques where children discuss important issues were in the objective realm. This is in contrast with traditional approaches to curriculum where disciplinary knowledge drives the curriculum and lessons are sequenced in ways that allow students to develop conceptual understanding in a highly structured and cumulative manner. (See slides here for more on how we are reviewing this area.). For example, Capra (1996)26 argued that the mechanistic, easily quantifiable models of science of a bygone era are in opposition to the holistic awareness of today's scientific phenomenon. Lee, H.-S., & Songer, N. B. The intended educational outcomes for young Australians (National Curriculum Board, 2008)41  is that students should develop “deep knowledge within a discipline that shapes the ways in which problems are represented, considered and solved, and provides a foundation for development of multidisciplinary capabilities” (p. 5). (Editors Barry Fraser, Ken Tobin and Campbell McRobbie). (Incidentally this is age-old and uncontroversial - teachers like Socrates were certainly encouraging living and learning well). In the 31 studies included in her meta-analysis, for example, Hurley (2001)36 noted anecdotal evidence that curriculum integration has a positive impact on attendance, student behaviour, knowledge of academic resources, study habits, student enthusiasm, and student engagement. The differences in theory that matter in the practice of school improvement. Evaluations of science learning that result from integrated programs of work in schools have produced notoriously ambivalent conclusions. In Society and Environment students examined human development in their local region and the impact that has on the lake. Connecting school and community with science learning: Real world problems and school-community partnerships as contextual scaffolds. Assessment of learning tends to focus on the disciplinary content and neglect other factors that may be more consistent with an integrated approach to teaching and learning. Our mission - to empower young people to take on the world - acknowledges that schools have a social and academic mission. Disciplinary approaches to connecting the higher education curriculum TEMPLATE FOR RECORDING EXAMPLES OF DIFFERENT APPROACHES TO RESEARCH INFORMED TEACHING AND LEARNING IN THE UNDERGRADUATE CURRICULUM IN THE HUMANITIES This template has been designed to capture a range of examples of research-informed approaches to teaching and learning