How to Enlarge the Scope of the Curriculum Integration of Mathematics and Science (CIMAS): A Delphi Study

Kim, Minkee; Aktan, Tuğba

doi:10.12973/eurasia.2014.1115a

Cited by 13 publications

(10 citation statements)

References 26 publications

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“…The Gjoligaj panel (2015) was entirely located in Albania, but the researcher was in Brooklyn, New York. Kim and Aktan (2014) were located in Korea and Turkey, respectively. Researchers are no longer bounded by geography in recruiting participants or in addressing issues of international concern.…”

Section: Lack Of Geographical Limitationmentioning

confidence: 99%

Delphi Panels: Research Design, Procedures, Advantages, and Challenges

Avella¹

2016

IJDS

280

242

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Among the typical dissertation research designs, one particular design that is slowly gaining acceptance is that of the Delphi Method. Using a panel of experts to achieve consensus in solving a problem, deciding the most appropriate course of action, or establishing causation where none previously existed, particularly in areas of business or education research, are uniquely ideal to employment of the design. This article reviews the origins of the method, provides detail on assembling the panel and executing the process, gives examples of conventional and modified Delphi designs, and summarizes the inherent advantages and disadvantages that the design brings. The article closes with some advice for those contemplating its use in their dissertations.

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Section: Lack Of Geographical Limitationmentioning

confidence: 99%

Delphi Panels: Research Design, Procedures, Advantages, and Challenges

Avella¹

2016

IJDS

280

242

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“…Alongside the subject of integration of mathematics and natural sciences is widely studied in the literature. For example, Kim and Aktan (2014) showed that all units in the mathematics curriculum in Turkey can be integrated with physics, chemistry or biology. This integration will promote both motivation for learning and social needs.…”

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

Teaching of Mathematical Modeling Elements in the Mathematics Course of the Secondary School

Krutikhina

Vlasova

Galushkin

et al. 2018

EURASIA J MATH SCI T

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The urgency of the problem under investigation is due to the role of mathematical modeling in modern science and human practice, which requires the acquaintance of students with the elements of this process at the early stages of education. Training of mathematical modeling shows the students how to apply mathematics in real life, which is also a motivation for learning the subject. The purpose of the research is to identify elements of mathematical modeling that can and should be appropriately formed at the secondary school. The leading method of the research is the analysis of the structure of the mathematical modeling process and the development of a system of tasks aimed to form training activities that are adequate to the identified elements. The authors offer to use the system of changed tasks contained in school mathematics textbooks. The article proves the necessity of acquaintance of schoolchildren with the structure of the process of mathematical modeling, features of models, purpose of their use. As a result of the research, the authors present a model of the system of problems aimed to form elements of mathematical modeling relating to the stages of formalization and interpretation. The methodology proposed in the article can be used by mathematics teachers at lessons and elective courses, authors of textbooks and manuals, and also can be the basis for special courses for students of pedagogical universities.

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“…diSessa (1993) states that concepts are not to be considered alone in terms of the epistemological position in constructivism and they are linked with other concepts. In order to promote meaningful learning and change concepts in students' mind, there should be ecology of the concept without thinking the concept alone (Duit & Treagust, 2003;Furner & Kumar, 2007;Kim & Aktan, 2014). Similarly, Novak (2011) suggested that the CI is necessary for the meaningful learning.…”

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

Pre-Service Physics and Chemistry Teachers’ Conceptual Integration of Physics and Chemistry Concepts

Tüysüz

Bektaş

Geban

et al. 2016

EURASIA J MATH SCI T

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This study examines the pre-service teachers' opinions about conceptual integration (CI) and their understanding of it. A qualitative phenomenology design was used in the study. Data was collected through in-depth semi-structured interviews comprising ten guiding questions. Three pre-service physics and three pre-service chemistry teachers participated conveniently in the study. While the pre-service chemistry teachers took a course regarding the CI explicitly taught, the pre-service physics teachers were not subjected to any information relating to the CI in their course. Data was analyzed by forming the codes and themes. Generally speaking, while the pre-service chemistry teachers think that physics concepts should be used in the chemistry lessons, the preservice physics teachers believe that these two subjects' concepts generally are not related to each other. Moreover, the participants had some difficulties in understanding the CI between physics and chemistry concepts. The possible implication for science teacher education and research is discussed.

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How to Enlarge the Scope of the Curriculum Integration of Mathematics and Science (CIMAS): A Delphi Study

Cited by 13 publications

References 26 publications

Delphi Panels: Research Design, Procedures, Advantages, and Challenges

Delphi Panels: Research Design, Procedures, Advantages, and Challenges

Teaching of Mathematical Modeling Elements in the Mathematics Course of the Secondary School

Pre-Service Physics and Chemistry Teachers’ Conceptual Integration of Physics and Chemistry Concepts

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