| Abstract: | This paper provides an overview of blended science instruction, a term used to represent instructional plans by which the science disciplines are connected to each other and occasionally to other school subjects. The central rationales for such instruction, the historical development of blended instructional plans, and a review of the current proponents and forms of such instruction are provided. The primary varieties of blended instruction, including integrated, unified, and coordinated science, are compared and contrasted. Special attention is given to the major recommendations in support of blended science coming from philosophical, psychological, pedagogical, and pragmatic domains. The conclusions section includes some of the challenges facing those who plan an integrated teaching focus. |
