Integration of Science and Mathematics: A Theoretical Model

Abstract

Interest in interdisciplinary, integrated curriculum development continues to increase. However, teachers, who have been given primary responsibility for developing these materials, are often working with little guidance. At present there exists no clear definition of the meaning of integration of mathematics and science. A continuum model of integration is proposed as a useful tool for curriculum developers as they create new integrated mathematics and science curricula or adapt commercially prepared materials. On the continuum, activities range from mathematics or science involving no integration to those activities including balanced mathematics and science concepts. Several examples are given to illustrate the utility of the continuum model for analyzing integrated curricula. The continuum model is intended to be used by curriculum developers to clarify the relationship between the mathematics and science activities and concepts and to guide the modification of lessons.

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

“…Moreover, the quantity of the connections may also differ depending on the amount of interaction between the teacher and the students. However, it should be noted that teachers should not feel that everything must be connected to be effective, it is quite important to make the connections when it will provide a means for teachers and students understand the world from a broader perspective (Lonning & DeFranco, 1997). In addition, as Kiray (2012) suggested, this study also supported the importance of connectivity in program designs.…”

“…Models of integration, however, generally used a continuum from math for math to science for science (Lonning & DeFranco, 1997;Huntley, 1998;Roebuck & Warden, 1998). Different from these models, Kiray (2010) developed a framework which took the content knowledge in the center of connection.…”

“…Reversely, science becomes an object, a realization of mathematical ideas in real world. Therefore, this interdependency of science and mathematics should always be noticed in schools (Lonning & DeFranco, 1997). However, there are a few empirical studies investigating skills, beliefs, knowledge, and experiences necessary for teachers to implement the connectivity between science and mathematics (Frykholm & Glasson, 2005).…”

Perceptions of making connections between science and mathematics in a science methods course

“…To avoid this overwhelming constraint to successfully integrating mathematics and science, Steen suggested that instead of attempting to integrate content, practitioners should integrate instructional methodologies (e.g., exploratory, investigative, and discovery learning). Lonning and De Franco (1997) supported Steen's recommendation. They proposed a continuum model of integration as a tool for curriculum development and for modifying lessons to enhance math and science connections.…”

Is STEM Academy Designation Synonymous with Higher Student Achievement?

“…İlköğretimde teknoloji bazen kullanılsa da mühendislik alanı çoğunlukla öğretilmez veya nadiren öğretilir. Bazı fen ve matematik konuları bütünleşmeye uygun olmasa da (Huntley, 1998;Lonning ve DeFranco, 1997), genelde FeTeMM'in bütünleşik yapısı bu dört alan için önemli bir bağ oluşturur. Ayrıca, öğretmenler bu dört alanı anlamalı ve bu alanlardaki meslektaşları ile iletişim içinde olmalıdırlar.…”