Title: A thematic physics curriculum: A balance between contradictory curriculum forces
Abstract: Science EducationVolume 74, Issue 1 p. 95-103 Issues and Trends A thematic physics curriculum: A balance between contradictory curriculum forces Piet L. Lijnse, Piet L. Lijnse Centre for Science and Mathematics Education, University of Utrecht, The NetherlandsSearch for more papers by this authorKoos Kortland, Koos Kortland Centre for Science and Mathematics Education, University of Utrecht, The NetherlandsSearch for more papers by this authorHarrie M. C. Eijkelhof, Harrie M. C. Eijkelhof Centre for Science and Mathematics Education, University of Utrecht, The NetherlandsSearch for more papers by this authorDik Van Genderen, Dik Van Genderen Centre for Science and Mathematics Education, University of Utrecht, The NetherlandsSearch for more papers by this authorHerman P. Hooymayers, Herman P. Hooymayers Centre for Science and Mathematics Education, University of Utrecht, The NetherlandsSearch for more papers by this author Piet L. Lijnse, Piet L. Lijnse Centre for Science and Mathematics Education, University of Utrecht, The NetherlandsSearch for more papers by this authorKoos Kortland, Koos Kortland Centre for Science and Mathematics Education, University of Utrecht, The NetherlandsSearch for more papers by this authorHarrie M. C. Eijkelhof, Harrie M. C. Eijkelhof Centre for Science and Mathematics Education, University of Utrecht, The NetherlandsSearch for more papers by this authorDik Van Genderen, Dik Van Genderen Centre for Science and Mathematics Education, University of Utrecht, The NetherlandsSearch for more papers by this authorHerman P. Hooymayers, Herman P. Hooymayers Centre for Science and Mathematics Education, University of Utrecht, The NetherlandsSearch for more papers by this author First published: January 1990 https://doi.org/10.1002/sce.3730740108Citations: 15AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat References Aikenhead, G. S. (1985). Science curricula and social responsibility. In R. Bybee (Ed.), Science-technology-society. 1985 Yearbook National Science Teachers Association. Washington, DC: National Science Teachers Association. Google Scholar ASE (1981). Education through science. Hatfield: Association for Science Education. Web of Science®Google Scholar Dekker, J. A., & Van der Valk, A. E. (1986). Pre-university physics presented in a thematic and systematic way—experiences with a Dutch curriculum development project. European Journal of Science Education, 8 (2), 145–153. 10.1080/0140528860080204 Web of Science®Google Scholar Eijkelhof, H. M. C., Boeker, E., Raat, J. H., & Wijnbeek, N. J. (1981). Physics in society. Amsterdam: VU Boekhandel. Google Scholar Eijkelhof, H. M. C., & Kortland, J. (1988). Broadening the aims of physics education—experiences in the PLON project. In P. J. Fensham (Ed.), Development and dilemmas in science education. London/Philadelphia, PA: The Falmer Press. Web of Science®Google Scholar Eijkelhof, H. M. C., & Lijnse, P. L. (1988). The role of research and development to improve STS-education: experiences from the PLON project. International Journal of Science Education, 10 (4), 464–474. 10.1080/0950069880100413 Web of Science®Google Scholar Harvard Project Physics (1971). New York, NY: Holt, Rinehart and Winston. Google Scholar Lewis, J. (1981). Science in society. London: Heinemann Educational Books Ltd. Google Scholar Lijnse, P. L., & Hooymayers, H. P. (1988). Past and present issues in Dutch secondary physics education. Physics Education, 23 (3), 173–179. 10.1088/0031-9120/23/3/308 Google Scholar NSTA (1982). Science-Technology-Society: science education for the 1980's—an NSTA position statement. Washington, DC: National Science Teachers Association. Google Scholar Nuffield o-level Physics (1966). London: Longman/Penguin Books. Google Scholar PSSC-Physics (1960). Boston, Mass: Heath and Company. Google Scholar SCC (1984). Science for every student: educating Canadians for tomorrow's world. Ottawa: Science Council of Canada. Google Scholar Schaefer, G. (1979). Cognitive formation in biology: the concept 'growth'. European Journal of Science Education, 1 (1), 87–101. 10.1080/0140528790010110 Google Scholar Solomon, J. (1983). Science in a social context. Oxford: Basil Blackwell. Google Scholar Yager, R. E. & Hofstein, A. (1985). Defining enlarged boundaries for school science. European Journal of Science Education, 7 (4), 345–352. 10.1080/0140528850070402 Web of Science®Google Scholar Citing Literature Volume74, Issue1January 1990Pages 95-103 ReferencesRelatedInformation
Publication Year: 1990
Publication Date: 1990-01-01
Language: en
Type: article
Indexed In: ['crossref']
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Cited By Count: 21
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