A Look at Project AIMS

Deal, Debby

doi:10.1111/j.1949-8594.1994.tb12282.x

Cited by 6 publications

(4 citation statements)

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“…Two additional sections were used in order to classify documents that include both curriculum and instructional activities (Curriculum‐Instruction Section) and curriculum and evaluation of that curriculum (Curriculum‐Evaluation Section). Documents such as “Technological Problem‐Solving Activities as a Means of Instruction: The TSM Integration Program (Sanders, 1994) and “A Look at Project AIMS” (Deal, 1994) are examples of documents classified in the Curriculum‐Instruction and Curriculum‐Evaluation Sections, respectively. It should be noted that although most of the citations can be distinctly placed in one of the bibliography sections there are some that cannot, and placement decisions were based upon the primary focus of the document.…”

Section: Bibliographic Datamentioning

confidence: 99%

Integrating Science and Mathematics Education: Historical Analysis

Berlin

Lee

2005

School Sci & Mathematics

110

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A number of national science and mathematics education professional associations, and recently technology education associations, are united in their support for the integration of science and mathematics teaching and learning. The purpose of this historical analysis is two‐fold: (a) to survey the nature and number of documents related to integrated science and mathematics education published from 1901 through 2001 and (b) to compare the nature and number of integrated science and mathematics documents published from 1990 through 2001 to the previous 89 years (1901–1989). Based upon this historical analysis, three conclusions have emerged. First, national and state standards in science and mathematics education have resulted in greater attention to integrated science and mathematics education, particularly in the area of teacher education, as evidenced by the proliferation of documents on this topic published from 1901–2001. Second, the historical comparison between the time periods of 1901–1989 versus 1990–2001 reveals a grade‐level shift in integrated instructional documents. Middle school science continues to be highlighted in integrated instructional documents, but surprisingly, a greater emphasis upon secondary mathematics and science education is apparent in the integration literature published from 1990–2001. Third, although several theoretical integration models have been posited in the literature published from 1990–2001, more empirical research grounded in these theoretical models is clearly needed in the 21st century.

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Section: Bibliographic Datamentioning

confidence: 99%

Integrating Science and Mathematics Education: Historical Analysis

Berlin

Lee

2005

School Sci & Mathematics

110

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“…An ideal activity for hands‐on, inquiry‐based instruction focuses on the science content students are learning (Deal, 1994; National Research Council, 1996) and can be introduced with a counter‐intuitive observation or “discrepant event.” When used in this manner, discrepant events not only capture students' attention and stimulate interest, but also create Piagetian cognitive dissonance, which motivates students to challenge their existing mental constructs and misconceptions (Chiappetta, 1997; Edwards, 1997; Elstgeest, 1985; Martin, 2000; Liem, 1987; Science Media Group, 1995). A good activity for a starting point should also offer promising opportunities for productive exploration within the constraints of the classroom environment.…”

Section: A Model For Extending Traditional Hands‐on Instruction Into mentioning

confidence: 99%

A Model for Extending Hands‐On Science to Be Inquiry Based

Huber

Moore

2001

School Sci & Mathematics

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Many popular hands-on science activities, as traditionally implemented, fail to support inquiry-based science instruction, because the activities direct teachers to terminate lessons prematurely. This paper presents a model describing one approach for extending seemingly limited hands-on activities into full-inquiry science lessons. The strategy involves (a) discrepant events to engage students in direct inquiry; (b) teacher-supported brainstorming activities to facilitate students in planning investigations; (c) effective written job performance aids to provide structure and support; (d) requirements that students provide a product of their research, which usually includes a class presentation and a graph; and (e) class discussion and writing activities to facilitate students in reflecting on their activities and learning. The paper presents the model as a tool for facilitating science teachers' efforts to understand and implement the type of powerful, effective, and manageable inquiry-based science instruction called for in the National Science Education Standards.Extending Hands-On Science: 3 With paternal compassion, the guru of classroom management, Harry Wong, urged educators to give novice teachers permission to engage their students in pedagogically questionable textbook-and worksheet-driven activities (Wong, 1998;Wong & Wong, 1998).Such activities, according to Wong, are relatively harmless, provided that teachers eventually move beyond them. Wong contended that novice teachers rely on textbooks and worksheets as their "primary survival tools," and they should be given them permission to do what they must do to survive. Research on teaching practices suggests that Wong's advice is well founded. Both novice and experienced teachers appear to rely heavily upon textbooks when making decisions about what and how to teach (Bellen, Bellen & Blank, 1992;Roth, Roffie, Lucas & Boutonné, 1997;Sánchez & Valcarcel, 1999). For example, in a survey of experienced and novice teachers in Spain, researchers Sánchez and Valcarcel, (1999) found almost all of the teachers (92%) used textbooks as a basic reference for their planning units.Textbooks served as the only guide for 33% of the teachers, and for most of the teachers (59%), textbooks served as the "basic pillar of the lesson" (p. 499).Unfortunately, hands-on activities recommended by many science textbooks and worksheets are typically presented as step-by-step instructions. As discussed in the National Science Education Standards (National Research Council, 1996), when science teachers move beyond worksheets and step-by-step procedures in order to engage students in inquiry, they must constantly struggle to guide student inquiry toward curriculum goals. As pointed out by Crawford (1999), this ongoing demand for improvisation during teaching can be expected to create a substantial stumbling block for novice science teachers. Concerns about the substantial challenges inherent in implementing inquiry-based science instruction, as Extending Hands-On Science: 4 ...

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“…Interdisciplinary Berlin & Hillen (1994), Deal (1994) * The name 'Angles' is not used by the original authors, but since all the other project have a name of their own we decided to name this project as well.…”

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confidence: 99%

Promoting science and technology in primary education: a review of integrated curricula

Gresnigt

Taconis

Keulen

et al. 2014

Studies in Science Education

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Integrated curricula seem promising for the increase of attention on science and technology in primary education. A clear picture of the advantages and disadvantages of integration efforts could help curriculum innovation. This review has focussed on integrated curricula in primary education from 1994 to 2011. The integrated curricula were categorized according to a taxonomy of integration types synthesized from the literature. The characteristics that we deemed important were related to learning outcomes and success/fail factors. A focus group was formed to facilitate the process of analysis and to test tentative conclusions. We concluded that the levels in our taxonomy were linked to (a) student knowledge and skills, the enthusiasm generated among students and teachers, and the teacher commitment that was generated; and (b) the teacher commitment needed, the duration of the innovation effort, the volume and comprehensiveness of required teacher professional development, the necessary teacher support, and the effort needed to overcome tensions with standard curricula. Almost all projects were effective in increasing the time spent on science at school. Our model resolves Czerniac's definition problem of integrating curricula in a productive manner, and it forms a practical basis for decision-making by making clear what is needed and what output can be expected when plans are being formulated to implement integrated education.

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A Look at Project AIMS

Cited by 6 publications

References 0 publications

Integrating Science and Mathematics Education: Historical Analysis

Integrating Science and Mathematics Education: Historical Analysis

A Model for Extending Hands‐On Science to Be Inquiry Based

Promoting science and technology in primary education: a review of integrated curricula

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