Integrating Elementary/Middle School Science and Mathematics

McBride, J.W.; Silverman, Frederick L.

doi:10.1111/j.1949-8594.1991.tb12102.x

Cited by 67 publications

(53 citation statements)

References 23 publications

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“…Beane (1992) suggests moving away from the straight subject area approach to involve the identification of a central theme and to ask what each subject area can contribute to it. Also, the involvement of students in an integrated science and math unit lends itself to motivating students (Friend, 1985;Wolfe, 1990) and increases student achievement in both disciplines (McBride & Silverman, 1991). This idea relates directly to the constructivist approach of hands-on minds-on learning.…”

Section: Integrationmentioning

confidence: 99%

The Mathematics and Science Integration Argument: A Stand for Teacher Education

Furner

Kumar

2007

EURASIA J MATH SCI T

206

109

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Section: Integrationmentioning

confidence: 99%

The Mathematics and Science Integration Argument: A Stand for Teacher Education

Furner

Kumar

2007

EURASIA J MATH SCI T

206

109

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“…Curriculum integration encourages students to access less favored subjects through more favored ones. For example, by contextualizing mathematics activities in real world situations requiring scientific knowledge, integration might reduce the alienation some students feel in dealing with abstract problems (McBride & Silverman, 1991). Curriculum integration might have other affective benefits.…”

Section: Potential Impact Of Integration On Studentsmentioning

confidence: 99%

“…Neither curriculum theorists nor practitioners have reached agreement on how curriculum integration should be defined (Davison, Miller, & Metheny, 1995), even though science and mathematics integration has been vigorously pursued since the 1930s (McBride & Silverman, 1991). In this study integration meant organizing course content around a series of projects, i.e., culminating events that require the application and assembly of an array of outcomes taught in different subjects (Berlin & White, 1994;LaPorte & Sanders, 1993;Sanders, 1994).…”

Section: Defining Curriculum Integrationmentioning

confidence: 99%

Integrating mathematics, science, and technology: effects on students

Ross

Hogaboam‐Gray

1998

International Journal of Science Education

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Few studies have examined the student learning effects of integrating science with mathematics and technology. We compared a school that integrated mathematics, science, and technology in grade 9 to a school in the same district that taught the three courses separately. The distinguishing feature of the integrating school was the reorganization of instruction in the three subjects to prepare students for seven group projects (involving a total of 25 hours) that required the application of knowledge and skill that were shared by the three subjects as well as learning outcomes that were unique to each. The study detected benefits for students in the integrated setting in terms of their ability to apply shared learning outcomes, student motivation, ability to work together, and attitudes to appraisal of group work. Female students in the integrated school had a better understanding of selected science learning outcomes. Attitudes toward mid-term exams were higher in the control school.Integrating Math, science, technology 3 3 Integrating mathematics, science, and technology: Effects on StudentsCurriculum integration is recommended by national organizations such as School science and mathematics (e.g., Underhill, 1995), the National Council of Teachers of mathematics (NCTM, 1991), and the American Association for the Advancement of science (Yager & Lutz, 1994). Yet few studies of the effects of integrated programs have been reported. This article reports a study that examined student outcomes in one integrated setting.The integrated program studied was refined over a four-year period. Teachers in three subjects (mathematics, science, and technology) covered the grade 9 courses mandated by the province in their own classrooms. The MST program differed from teaching in segregated settings: (a) At various times during the year (seven occasions in the first semester of 1995-96) students worked in three person teams to plan, construct, and evaluate a single group product (e.g., a model of a bridge). These projects took about 25 hours, representing 10% of the instructional time allocated to the three subjects. To complete the projects students needed to apply knowledge and skills unique to each subject and apply learning outcomes shared by them all. (b) The sequence of topics within disciplines was re-arranged so that students had knowledge at the time they needed it for each project. Teachers met frequently to ensure continuity among the subjects. (c) Teachers emphasized skills that were shared by all three subjects, such as the district's five-step inquiry model, a generic approach to problem solving. (d) Less important content was given little attention or was deleted entirely in order to make room for the

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“…The necessity for the pre-and in-service teacher training as well as the improvement of the program in terms of connections should not be ignored (McBridei & Silverman, 1991). For in service science teachers, there might be workshops that include model lessons and materials as well as opportunities to work collaboratively with mathematics teachers (Lehman & McDonald, 1988).…”

Section: Discussionmentioning

confidence: 99%

Connectivity Theory at Work: The Referrals between Science and Mathematics in a Science Unit

Mehmetlioğlu¹,

Ozdem²

2014

IJEMST

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Researches carried out all around the world showed that students learn more effectively if they are able to make connections between subjects. This case reports based on an investigation of how mathematics concepts were connected to science concepts by a science teacher in an elementary science classroom, and on the science teacher's views about connectivity. The progress of the instruction of a unit on the structure and properties of matter was observed in a class of forty eight students in a public school in Ankara. The science teacher was interviewed and her views were compared to her practice. The researchers undertook eight hours of observation, and data was collected through field notes and video-recordings. The findings showed that the teacher made connections between the topic and the mathematical components, such as the symbolic representations, arithmetic, counting, equations, the least common multiplier, and the distributive property of multiplication over addition. Although she thought that physics is more available for more connection when it compared to mathematics, we observed that many connections are possible in other areas of science as well.

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Integrating Elementary/Middle School Science and Mathematics

Cited by 67 publications

References 23 publications

The Mathematics and Science Integration Argument: A Stand for Teacher Education

The Mathematics and Science Integration Argument: A Stand for Teacher Education

Integrating mathematics, science, and technology: effects on students

Connectivity Theory at Work: The Referrals between Science and Mathematics in a Science Unit

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