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Sikorski, Tiffany-Rose; Hammer, David – Science Education, 2017
Despite myriad attempts over the years to design curricula with logical ordering and connections, concerns persist that students view science as a body of prescribed information to memorize. In this essay, we argue that attempts to build coherence into the curriculum reflect fundamental and enduring misconceptions about the nature of coherence…
Descriptors: Science Curriculum, Curriculum Design, Misconceptions, Rhetoric