Examining Instructional Practices of Elementary Science Teachers for Mathematics and Literacy Integration

Abstract

Integration of content in core disciplines is viewed as an important curricular component in promoting scientific literacy. This study characterized the current practices of a group of elementary teachers relative to their development of interdisciplinary links between science, mathematics, and literacy. A qualitative analysis of survey data showed that there were substantial differences in the use of a well‐developed process for integrating instruction. Teachers also lacked a conceptual connection to integration, showed contradictions in the importance placed on hands‐on experiences, used measurement as the primary interdisciplinary connection between mathematics and science, and did not use instructional strategies designed specifically for nonfiction/expository text. The findings underscore the need for professional development that assists teachers in changing their conceptual perspectives to integration while also building pedagogical knowledge related to integration of science, mathematics, and literacy.

Preservice Early Childhood Teachers' Sense of Efficacy for Integrating Mathematics and Science: Impact of a Methods Course

“…An increasing number of studies have focused on teachers' efficacy beliefs for teaching science and mathematics and the nature of their instructional practices. However, studies that focus on preservice and inservice teachers' perceptions and practice of science and mathematics integration are scarce (Cady & Rearden, 2007;Douville et al, 2003). Moreover, none of the previous research located for this study focused on teachers' efficacy beliefs for integrating science and mathematics.…”

“…In addition, they rarely attempt to integrate science and mathematics (Cady & Rearden, 2007;Douville, Pugalee, & Wallace, 2003;Koirala & Bowman, 2003). Several factors influence the classroom practices of teachers, including the social and physical structure of the school (Domingos, 1989), values (Bishop, 2008), epistemological orientation (Pape & Woolfolk Hoy, 2002), teachers' beliefs about students' learning (Lee, 2006;Levitt, 2001) and teachers' efficacy beliefs (Woolfolk Hoy, Davis, & Pape, 2006).…”

Children's Competencies in Process Skills in Kindergarten and Their Impact on Academic Achievement in Third Grade

“…Moreover, despite the growing emphasis on the integration of mathematics and science in the early years (Beatty, 2005;Berlin & Lee, 2005;Saçkes, Flevares, Gonya, & Trundle, 2012;Tu, 2006), there is little effort to prepare teachers in the practice of effective integration of mathematics and science (Furner & Kumar, 2007;Isaacs, Wagreich, & Gartzman, 1997;Jones, Lake, & Dagli, 2003). Therefore, early childhood teachers devote limited time to science and mathematics instruction in early childhood classrooms (Greenfield et al, 2009;Saçkes, 2012;Saçkes et al, 2011), and they rarely attempt to integrate science and mathematics (Cady & Rearden, 2007;Douville, Pugalee, & Wallace, 2003). Limited exposure to integrated science and mathematics activities in the early years might prevent children from appreciating connections and applications that link mathematics and science concepts (Frykholm, 2005) and noticing that mathematics and science involve similar attempts to discover patterns 714 SAÇ KES and relationships and share similar cognitive processes.…”

The Importance of Vocabulary for Science Learning

“…Douville, Pugalee, and Wallace (2003) noted that integrating the curriculum across disciplines has benefits for both teachers and students. Teachers are able to develop professionally through the construction of connections between content materials, and students are able to make use of academic skills and a variety of materials in real-world learning activities (Douville et al 2003). McKee and Ogle (2005), in discussing the integration of literacy and science content, noted that the two work in tandem to strengthen and Science Vocabulary clarify learning in each respective domain.…”