Coordinating Secondary School Science and Mathematics

Austin, Joe Dan; Converse, Ronald E.; Sass, Ronald L.; Tomlins, Robynn

doi:10.1111/j.1949-8594.1992.tb12143.x

Cited by 2 publications

(2 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Similar to the Frykholm & Glasson (2005) collaborative model used to generate interdisciplinary units by preservice teachers, Austin, Converse, Sass & Tomlins (1992) developed a "project designed to bring secondary science and mathematics teachers together to write teaching units that coordinated the teaching of science and mathematics" (p. 64). Although the inservice teachers jointly developed 13 units, several challenging factors were identified, including the discipline background of participating teachers, differences in how science and mathematics teachers solved problems, differences in how science and mathematics teachers use mathematics, and differences in science and mathematics textbooks (e.g., graphing techniques).…”

Section: Introductionmentioning

confidence: 99%

Preservice Mathematics and Science Teachers in an Integrated Teacher Preparation Program for Grades 7–12: A 3-Year Study of Attitudes and Perceptions Related to Integration

Berlin

White

2009

Int J of Sci and Math Educ

View full text Add to dashboard Cite

The purpose of this article is twofold: (a) to describe a unique teacher licensure program for grades 7-12 that integrates mathematics, science, and technology education and (b) to explore the attitudes and perceptions related to the integration of mathematics, science, and technology education of three cohorts of preservice teachers enrolled in the first 3 years of the program. Eighty-one preservice teachers responded to a semantic differential to measure attitudes and perceptions related to "mathematics, science, and technology education integration." Principal components and internal consistency reliability analyses were computed to provide validity and reliability evidence. Preservice teachers also responded to one open-ended, free-response written question, "What does the integration of mathematics, science, and technology education mean to you?" Multivariate and univariate analyses of variance with repeated measures and Pearson cross-tabulation chi-square analyses were computed to identify pretest-posttest differences for the value and difficulty scales, identified by the principal components analysis. Analytic inductive methods were used to identify emergent themes in student written responses to the open-ended question. Results indicated no change in preservice teacher attitudes and perceptions related to the value of integration-they clearly valued integration at the onset and completion of the program, often citing student benefits. However, a significant change in preservice teacher attitudes and perceptions related to difficulty was noted. Upon completion of the program, preservice teachers perceived integration to be more difficult and identified barriers and challenges-demonstrating a more realistic, practical, and cautious approach to the integration of mathematics, science, and technology education.

show abstract

Section: Introductionmentioning

confidence: 99%

Preservice Mathematics and Science Teachers in an Integrated Teacher Preparation Program for Grades 7–12: A 3-Year Study of Attitudes and Perceptions Related to Integration

Berlin

White

2009

Int J of Sci and Math Educ

View full text Add to dashboard Cite

show abstract

“…A review of teacher education literature reveals that several methods courses designed to connect or integrate science and mathematics have been developed (Austin, Converse, Sass, & Tomlins, 1992; Foss & Pinchback, 1998; Haigh & Rehfeld, 1995; Lonning & DeFranco, 1994; Miller, Metheny, & Davison, 1997; Stuessy, 1993; Watanabe & Huntley, 1998). Many of these courses were developed in the 1990s in response to the national standards‐based documents.…”

Section: Introductionmentioning

confidence: 99%

A Longitudinal Look at Attitudes and Perceptions Related to the Integration of Mathematics, Science, and Technology Education

Berlin

White

2012

School Sci & Mathematics

View full text Add to dashboard Cite

The purpose of this study is to provide an in‐depth analysis of attitudes and perceptions related to the integration of mathematics, science, and technology education of preservice teachers preparing to teach STEM disciplines. Longitudinal data by individual cohort and across 7 years of the Integrated Mathematics, Science, and Technology (MSAT) Program are reported, analyzed, and interpreted to help design and improve preservice teacher education programs and improve teaching and learning in STEM classrooms. Results of quantitative analyses indicate that there was generally no change in preservice teacher attitudes and perceptions related to the value of the integration of mathematics, science, and technology education—they clearly valued integration at the onset and at the completion of the program. However, there was a significant change in preservice teacher attitudes and perceptions related to integration feasibility in terms of inefficiency and difficulty. Implications for teacher education programs include: (a) more exposure to concepts, processes, and skills in STEM that are similar, analogous, complementary, or synergistic; (b) familiarity with instructional strategies and access to resources; (c) deeper understanding of content across STEM; and (d) strategies for collaboration and team work to make integrated instruction time more efficient and less difficult to manage.

show abstract

Coordinating Secondary School Science and Mathematics

Cited by 2 publications

References 6 publications

Preservice Mathematics and Science Teachers in an Integrated Teacher Preparation Program for Grades 7–12: A 3-Year Study of Attitudes and Perceptions Related to Integration

Preservice Mathematics and Science Teachers in an Integrated Teacher Preparation Program for Grades 7–12: A 3-Year Study of Attitudes and Perceptions Related to Integration

A Longitudinal Look at Attitudes and Perceptions Related to the Integration of Mathematics, Science, and Technology Education

Contact Info

Product

Resources

About