Developing science and math integrated activities for middle school students

Sherrod, Sonya E.; Dwyer, Jerry; Narayan, Ratna

doi:10.1080/00207390802566923

Cited by 10 publications

(7 citation statements)

References 5 publications

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“…The effects of the GCC monitoring activities by SSIT module on middle school students' STEAM content knowledge were as follows: first, the results in this study indicate that the program helped them make sense of new values towards global climate change. Furthermore, when these findings are accompanied with the results from previous research by Sherrod et al (2009), it can be understood that interest in both science and mathematics is further developed when activities such as the GCC monitoring of this study are integrated with both content areas. Second, the GCCM group believed more strongly than the CONT group that the math and science concepts taught in their classes were explicitly connected to engineering, t(143) = -16.505, p < .001.…”

Section: Changes In Students Beliefs and Expectationsmentioning

confidence: 57%

“…Thus, it can narrow the gap between the academics and the actual practice of the profession (Verma, Dickerson, & McKinney, 2011). Activities that integrate science and mathematics, such as the standby GCC monitoring in the current study, help develop interest in both content areas (Sherrod, Dwyer, & Narayan, 2009). Such hands-on activities not only improve achievement but also develop communication, critical thinking, and problem solving (Verma et al, 2011).…”

Section: Global Climate Change Monitoring Activitiesmentioning

confidence: 99%

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The Effect of a Climate Change Monitoring Program on Students’ Knowledge and Perceptions of STEAM Education in the Republic of Korea

Jeong

Kim

2015

EURASIA J MATH SCI T

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Korea has recently started to implement a STEM-like approach in K-12 education, titled STEAM (Science, Technology, Engineering, Arts, and Mathematics) curriculum, to educate the next generation of students to become creative innovators. As this approach has been shown to increase educational success, it is vital to prepare and develop interest in middle school students to participate in STEAM subjects-related learning opportunities. This study examined the impact of hands-on global climate change monitoring projects whose curriculum was designed based on the six structured inventive thinking (SSIT) approach that can facilitate the development of the knowledge of STEAM content and investigate the perceptions of STEAM subjects by middle school students. The participants in the study were sixty-eight grade 7 students from a middle school in Seoul, Korea. Employing a quasi-experimental research design, the participants were measured on their STEAM knowledge and perceptions before and after participation. The findings indicate that students who participated in global climate change monitoring activities reported gains in their STEAM content knowledge and showed an improvement in their perceptions of STEAM subjects. The latter finding was more pronounced for female students who had significantly higher science achievement and positive perceptions of the STEAM program than for male students. The results of this study suggest that carefully designed projects comprised of SSIT-based environmental activities can be effective in STEAM education at the middle school level.

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Section: Changes In Students Beliefs and Expectationsmentioning

confidence: 57%

Section: Global Climate Change Monitoring Activitiesmentioning

confidence: 99%

The Effect of a Climate Change Monitoring Program on Students’ Knowledge and Perceptions of STEAM Education in the Republic of Korea

Jeong

Kim

2015

EURASIA J MATH SCI T

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“…The survey conducted by Treacy and O'Donoughe (2014) indicates that integrating maths with science (handling materials, group work, research and discussion) based on authentic experiences had a positive effect on pupils' understanding, and the teachers, who were included in the survey, expressed a positive view of this approach. In addition, in a survey by Sherrod et al (2009) it was established that linking mathematics with science had a beneficial effect on pupils, most notably, that the activities gave pupils real-life skills. The activities designed gave pupils the chance to examine various science phenomena and at the same time calculate and analyse results (Sherrod et al, 2009).…”

Section: Related Researchmentioning

confidence: 99%

The effect of cross-curricular integration on pupils’ knowledge gained through experiential learning

Cotič

Felda

et al. 2021

CJES

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This study examined the effects of the cross-curricular model of integrating mathematics and science with experiential learning on the knowledge of 3rd grade primary school pupils in Slovenia. The purpose of this research was to design and implement school lessons rooted in integrating maths with science and concrete experience, and handling real objects. In the experimental group (N=149), maths and science lessons implemented a cross-curricular model which integrated experiential learning. In the control group (N=155), maths and science were taught as separate subjects without experiential learning. The data was collected with pre- and post-tests to establish pupils’ knowledge. Differences between groups were analysed through Mann-Whitney U test and Wilcoxon signed-rank test and showed that pupils from the experimental group performed better at the 2nd and 3rd TIMSS cognitive domain. Findings indicate that the cross-curricular learning model has a positive effect on pupil’s achievement in science and mathematics. Keywords: Cross-curricular integration, mathematics, science, experiential learning, TIMSS, cognitive domains

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“…Evidence in the literature suggests that integrated STEM has the potential to increase knowledge and conceptual learning (Honey, Pearson, & Schweingruber, 2014;Pfeiffer, Overstreet, & Park, 2010;Sherrod, Dwyer, & Narayan, 2009;Wilhelm & Walters, 2006). Because of the evidence supporting integrated STEM education, some educators have begun to develop conceptual frameworks to help implement integrated STEM approaches (e.g., Kelley & Knowles, 2016).…”

Section: Rationale For the Studymentioning

confidence: 99%

Educators’ Perceptions of Integrated STEM: A Phenomenological Study

Sandall¹,

Sandall²,

Walton³

2018

JSTE

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The study utilized a semistructured interview approach to identify phenomena that are related to integrated STEM education by addressing the question: What are the critical components of an integrated STEM definition and what critical factors are necessary for an integrated STEM definition's implementation? Thirteen expert practitioners were identified and interviewed. The interviews were transcribed and analyzed for content in three different ways: by person, by interview question, and across all interviews using exploratory data analysis methods. Ten identified phenomena were grouped into two classes: structural implementation phenomena and interpersonal implementation phenomena. The structural implementation phenomena were: subject integration, project-based learning, and design-based education; nontraditional assessment; STEM content; time; professional development; and outside support (from businesses and industry). The interpersonal implementation phenomena include: leadership; collaboration; willingness; authentic, relevant, and meaningful experiences for participants; and outside support (from people in business and industry). The analysis concluded that these phenomena could be considered both critical components and key implementation factors due to their interconnected nature. The data showed that the identified phenomena are necessary as part of an integrated STEM curriculum, which makes them critical components, and that the identified phenomena are critical to create and implement an integrated STEM setting, making them implementation factors as well. Implications for further research include: the possibility of looking at the interconnectedness of the phenomena, examining how each phenomenon contributes to integrated STEM, and measuring current STEM implementations to see if they incorporate the identified phenomena. Additionally, inclusion of an absent phenomenon could be researched to see if integrated STEM education is improved.

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Developing science and math integrated activities for middle school students

Cited by 10 publications

References 5 publications

The Effect of a Climate Change Monitoring Program on Students’ Knowledge and Perceptions of STEAM Education in the Republic of Korea

The Effect of a Climate Change Monitoring Program on Students’ Knowledge and Perceptions of STEAM Education in the Republic of Korea

The effect of cross-curricular integration on pupils’ knowledge gained through experiential learning

Educators’ Perceptions of Integrated STEM: A Phenomenological Study

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