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Download full textChampagne, Audrey B.; Cornbleth, Catherine – 1991
While many claims have been made about the benefits of interdisciplinary approaches to science education, the contention is that little empirical data exist either to support or refute the claims. The demands of integrated approaches on students or teachers have not been subjected to either theoretical or empirical assessment. This paper presents…
Descriptors: Cognitive Processes, Elementary Secondary Education, History Instruction, Interdisciplinary Approach
