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The Integration of Science and Mathematics Education: Highlights from the NSF/SSMA Wingspread Conference Plenary Papers
Abstract
In April, 1991 the NSF/SSMA conference entitled “A Network for Integrated Science and Mathematics Teaching and Learning” was held at the Wingspread conference facility in Racine, Wisconsin. Five plenary papers were presented offering very diverse perspectives related to the integration of science and mathematics education. This publication summarizes the significant points advanced in each plenary paper. The full text of these papers is being published as part of the SSMA Monograph Series.
... Araştırmacılar, öğretmenlerin bu süreçte ki yeterlik düzeyine ulaşması ile ilgili çeşitli sorunlar belirlemiştir. En önemli iki konu, öğretmenlerin konu alanı içerik bilgisi ve entegrasyonla ilgili deneyim eksikliğidir (Berlin, 1994). Çoğu durumda öğretmenler, iki farklı konu alanını bütünleştirmek için yetersiz içerik bilgisine sahiptir. ...
... Çoğu durumda öğretmenler, iki farklı konu alanını bütünleştirmek için yetersiz içerik bilgisine sahiptir. Örneğin, fen öğretmenlerinin çoğu ileri matematikte içerik bilgisinden yoksundur ve bunun tersi de geçerlidir (Berlin, 1994;Mosenthal ve Ball, 1992). Entegrasyon için yetersiz içerik bilgisine ek olarak, öğretmenler entegrasyon modelleriyle ilgili deneyimden de yoksundur. ...
Bu çalışmanın amacı ortaokul fen bilimleri ders kitaplarında yer alan matematik içeriklerinin yine ortaokul matematik öğretimi programı ile bağlantı durumunu analiz etmektir. Araştırma nitel araştırma desenlerinden doküman analizi niteliğindedir. Bu amaçla, fen bilimleri öğretmenlerinin açık erişimine izin verilmiş EBA sisteminde bulunan beşinci ve yedinci sınıf düzeyinde iki, altıncı sınıf düzeyinde üç ve sekizinci sınıf düzeyinde bir olmak üzere toplam sekiz güncel ortaokul fen bilimleri kitabı incelenmiştir. Bu kitaplarda matematiksel kavram içeren 318 fen sorusu araştırma kapsamında incelenmiştir. Kodlama sürecinde birbirinden bağımsız çalışan iki matematik eğitimi uzmanı yer almıştır. Araştırmanın sonucu olarak, ortaokul fen bilimleri ders kitaplarında matematiksel içeriğe sahip olan 318 sorudan 102'sinin (%32) matematiksel içeriğinin ortaokul matematik dersi öğretim programıyla bağlantılı olmadığı belirlenmiştir. Bu içeriklerin sınıf, ünite ve kazanımlar nezdinde ayrıntılı incelemesi sunulmuştur. Diğer bir yandan, bu araştırma incelenen ders kitapları ve program yılları ile kısıtlıdır. Araştırmada ortaya konulan bulgular ışığında ders kitaplarında belirlenen matematik ve fen içerik bağlantısızlıklarının öğrencilerin öğrenmeleri üzerine etkileri üzerine çalışmalar yapılması önerilmektedir.
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The aim of this study is to analyze the connection between the mathematics content in the science textbooks and the mathematics curriculum of secondary school. The research is in the form of document analysis, a qualitative research design. For this purpose, a total of eight current secondary school science textbooks, two at the fifth-and seventh-grade level, three at the sixth-grade and one at the eighth-grade level, in the EBA system, were examined. 318 science questions containing mathematical concepts were examined within the scope of the research. As a result of the research, it was determined that the mathematical content of 102 out of 318 questions (32%) that have mathematical content in secondary school science textbooks is not related to the secondary school mathematics curriculum. A detailed examination of these contents in terms of grade levels, units and achievements is presented. On the other hand, this research is limited to the textbooks and program years examined. In the light of the findings revealed in the research, it is recommended to conduct studies on the effects of mathematics and science content disconnections determined in textbooks on students' learning.
... Although curriculum integration in science education has been around for more than five decades (Berlin, 1994;Biological Sciences Curriculum Study [BSCS], 2000), integrated STEM education is new to many science teachers. Thus, implementing integrated STEM education approaches presents several challenges to science teachers (Dossey, 1991;Guzey, Tank, Wang, Roehrig, & Moore, 2014;Meier, Nicol, & Cobbs, 1998). ...
... As noted above, integrated or interdisciplinary science curriculum is not a new concept (Berlin, 1994;BSCS, 2000;Drake & Burns, 2004); however, designing instructional materials for integrated STEM education is new for many teachers. Put simply, there are few resources available for teachers to help them develop integrated STEM curriculum materials (e.g., Jacobs, 1989;Vasquez, Sneider, & Comer, 2013), and designing curriculum materials is a complex process. ...
Improving K–12 Science, Technology, Engineering, and Mathematics (STEM) education has a priority on numerous education reforms in the United States. To that end, developing and sustaining quality programs that focus on integrated STEM education is critical for educators. Successful implementation of any STEM program is related to the curriculum materials used. Educators increasingly recognize the challenge of finding quality curriculum materials for integrated STEM education. In this study, 48 teachers participated in a year-long professional development program on STEM integration, and they designed 20 new engineering design-based STEM curriculum units. Each STEM curriculum unit includes an engineering challenge in which students develop technologies to solve the challenge; each unit also integrates grade level appropriate mathematics (data analysis and measurement) and one of the three science content areas: life science, physical science, or earth science. A total of 20 STEM integration units were assessed using the STEM Integration Curriculum Assessment (STEM-ICA) tool. Comparisons among the STEM units showed that the context or the engineering activities in physical science focused STEM units were more engaging and motivating comparing to the authentic contexts used in life science and earth science focused STEM units. Moreover, mathematics integration and communicating mathematics, science, and engineering thinking were not found to strongly contribute to the overall quality of the STEM units. Implications for designing effective professional development on integrated STEM education will be discussed.
... Mathematics can enable students to achieve a deeper understanding of science concepts by providing ways to quantify and explain science relationships. Science activities, illustrating mathematics concepts, can provide relevancy and motivation for learning mathematics (Berlin, 1994;McBride & Silverman, 1991). Further, Berlin (1994) found that students greatly enjoy integrated lessons but that teachers, administrators, and parents worry whether students are really learning or simply playing. ...
... Science activities, illustrating mathematics concepts, can provide relevancy and motivation for learning mathematics (Berlin, 1994;McBride & Silverman, 1991). Further, Berlin (1994) found that students greatly enjoy integrated lessons but that teachers, administrators, and parents worry whether students are really learning or simply playing. Barab (1999) found that high school students showed higher interest in integrated classroom activities, and their problemsolving, cooperative group skills increased. ...
This case study reviewed the collaborative efforts of university engineers, teacher educators, and middle school teachers to advance sixth- and seventh-grade students' learning through a series of project-based engineering activities. This two-year project enriched regular school curricula by introducing real-world applications of science and mathematics concepts that expanded opportunities for creativity and problem-solving, introduced problem-based learning, and provided after-school programming (for girls only) led by engineering students from the local university. This engineering education initiative showed significant impact on students' (1) confidence in science and mathematics; (2) effort toward science and mathematics; (3) awareness of engineering; and (4) interest in engineering as a potential career. With regard to gender, there were no significant differences between boys' and girls' responses. The girls' confidence in their own skills and potential, however, was significantly more positive than the boys' confidence in the girls. These results gave rise to new questions regarding mentor/mentee relationships and the overall effect of “girls only” mentoring.
... Mühendislik tasarım süreci boyunca, takım çalışmasına ve takım içi iletişim becerilerinin kullanılmasına imkân vermelidir (Bodner & Elmas, 2020;Moore vd. 2014 Disiplinler arası eğitim yaklaşımı yeni olmamasına rağmen (Berlin, 1994;Brophy vd. 2008;Drake & Burns, 2004; National Council of Teachers of Mathematıcs (NCTM), 1989; Thornburg, 2009), bütünleşik STEM eğitiminin nitelikli bir şekilde uygulanabilmesi için geliştirilecek STEM modülleri birçok öğretmen adayı ve öğretmenler için yenidir (Akarsu vd. ...
Son yıllarda yapılan çalışmalar, bütünleşik STEM (Fen, Teknoloji, Mühendislik, Matematik) eğitim yaklaşımının temel bilimlerin öğrenilmesinde ve birbirleri ile olan ilişkilerinin anlaşılmasında önemli bir role sahip olduğunu göstermektedir. STEM eğitimi alanındaki çalışmaların çoğunluğu ilkokul ve ortaokul seviyesinde yoğunlaşmakta olup, erken çocukluk döneminde de önemi gün geçtikçe anlaşılmaktadır. Bu çalışmanın amacı, okul öncesi öğretmeni adaylarının seçmeli ders olarak yürütülen “STEM eğitimi” dersinde geliştirdikleri STEM modülünü, araştırmacılar tarafından belirlenen STEM analiz kriterlerine göre değerlendirmelerini incelemektir. Bu çalışmada nitel araştırma yöntemlerinden durum çalışması yöntemi kullanılmıştır. Okul öncesi öğretmeni adayları 14 hafta süresince okul öncesi çocuklarına uygulanabilecek nitelikte STEM modülü geliştirmiş ve sonrasında geliştirdikleri STEM modülünü, araştırmada veri toplama aracı olarak kullanılan değerlendirme formuna göre bireysel şekildedeğerlendirmişlerdir. Elde edilen verilerin analizinde betimsel analiz yöntemi kullanılmıştır. Araştırmanın bulgularına göre, öğretmen adaylarının hazırladıkları STEM modülünün birçok STEM analiz kriterini içerdiği gözlemlenmiştir. Özellikle, geliştirilen modülün gerçek yaşam problemi içermesinin, disiplinler arası entegrasyonu içermesinin, öğrenci merkezli olmasının, açık uçlu sorularla düşünme ve sorgulama becerilerini geliştirmesinin, küçük gruplar ve sınıf içi iletişime imkan tanımasının, kanıta dayalı açıklamalar ile öğrenilen bilginin kalıcılığının sağlanmasının erken çocukluk döneminde verilecek STEM eğitimi için önemli olduğu vurgulanmıştır. Araştırmanın sonucu doğrultusunda bazı önerilerde bulunulmuştur.
... (Bilton, 2018;Brenneman, Lange ve Nayfeld, 2018;Helm ve Katz, 2010;Tippett ve Milford, 2017). Öğrenme üzerine yapılan araştırmalar sonucunda çocukların bağlam odaklı, bütünleştirilmiş disiplinler arası ve/veya disiplinler üstü öğrenme sistemleri aracılığıyla; ilgili kavramları derinlemesine bir yaklaşım ile anladığını, problem çözme becerilerini geliştirdiğini; ayrıca temel bilimsel kavramların bütünleşik bir biçimde problemler yardımıyla ile günlük yaşamdaki durumlar ile bir araya geldiğini öğrenmelerini desteklediğini göstermiştir (örn., Berlin, 1994;Fantuzzo, Gadsden ve McDermott, 2011;French, 2004;Mason, 1996). Öyle ki, günlük yaşam problemleri ile kavramsal bilgiler arasında bir bağ kuran STEM eğitim anlayışı aracılığı ile çocuklar; kendileri için anlamlı bir sürecin içinde STEM disiplinlerinin doğasını anlayabilirler. ...
Çocukların yaşamlarında karşılaşabilecekleri problemler ile bilimsel kavramlar arasında bağ kuran STEM eğitimi, erken çocukluk döneminden başlayarak öğrenme süreçlerine dahil olmaktadır. STEM eğitimi kavramsal öğrenmenin yanı sıra öğrencilerin aktif katılımlarının sağlandığı yaparak yaşayarak öğrenmenin ilke olarak yer verildiği bir eğitim anlayışıdır. Öyle ki STEM, öğrencilerin yaşantıları ile öğrendiklerini bütünleştirme konusunda olanaklar sunar. Erken çocukluk dönemi öğrenme ortamlarında STEM eğitiminin etkin bir biçimde yer alması adına; uygulamaların gelişimsel olarak uygun bir biçimde geliştirilmesinde; STEM eğitiminde önemli bulunan noktaların göz önünde bulundurulması, bu bağlamda planlamaların ve uygulamaların yapılması önemlidir. Bu çalışmanın amacı; erken çocukluk dönemi STEM eğitimi anlayışına odaklanan, güncel bir çerçevede bilimsel, tarihsel ve çoklu bakış açıları ile STEM eğitim anlayışı uygulamalarını ele alan bir değerlendirme oluşturmaktır. İlgili alan yazının detaylı olarak incelendiği bu çalışma; STEM eğitimin yakın tarihsel gelişimi, erken çocukluk döneminde STEM eğitim anlayışı, erken çocukluk döneminde STEM eğitim anlayışı ile ilgili yönelim, eleştiri ve sorular ve son olarak öneriler başlıkları altında düzenlenmiştir. Çocuklar ev ve okul ortamlarında, bu ortamları tanımlayan politikalar ve uygulamaların yanı sıra onları şekillendiren kültürel değerlerden etkilenebilirler. Bu nedenle, merak uyandıran; inceleme, araştırma ve keşif yapılmasına izin veren; bütüncül bir anlayış yapısına sahip öğrenme ortamları ve öğrenme deneyimlerinin oluşturulmasının desteklenmesi önerilmektedir. Bu sayede toplumların ekonomik, sosyal, kişisel veya kültürel değerleri çerçevesinde, yeni dünyanın insan anlayışı ile uyumlu bireylerin yetişebileceği öngörülmektedir.
... Four primary factors have been seen to contribute to this. First, secondary teachers see themselves as experts in their own content, but often believe they lack expertise in other disciplines (Berlin, 1994;Pang & Good, 2000;Venville, Wallace, Rennie, & Malone, 2002). Second, the time involved in the preparation of interdisciplinary lessons can be daunting (Clark & Ernst, 2006;Panaritis, 1995;Shoff, 2003). ...
Numerous national initiatives call for interdisciplinary mathematics and science education, but few empirical studies have examined practical considerations for integrated instruction in high school settings. The purpose of this qualitative study was twofold. First, the study sought to describe how and to what extent teachers integrate mathematics and science curricula in their classrooms after having participated in an intervention to promote and support mathematics and science integration. Second, the study was intended to expand our understanding of the barriers to and factors that enable integrated approaches in high school classrooms. The theoretical component of this study builds on and adapts previous models of science and mathematics integration to introduce the Intradisciplinary, Cross-disciplinary, Mutlidisciplinary, Interdisciplinary (ICMI) framework for identifying and defining classroom integration strategies. Findings include a description of several distinct practices high school teachers related to integrated instruction as well as the trade-offs teachers considered when making decisions related to integrated curricula. The implications of the findings for researchers and practitioners are discussed. Finally, we propose the conceptualization of “interdisciplinary pedagogical content knowledge” in mathematics and science as an area of focus that will enable teachers to successfully move toward interdisciplinary instruction.
... However, some of them have different meanings as a result of the different methods used for the integration of science and mathematics. As these terms are used in the studies dealing with the integration of science and mathematics, they may be included under the heading of integrated science and mathematics [32,33,[38][39][40]. Using more terms naturally leads to a greater variance in the definitions developed for the integration of science and mathematics. ...
The aim of this study is to develop an integrated scientific and mathematical model that is suited to the background of Turkish teachers. The dimensions of the model are given and compared to the models which have been previously developed and the findings of earlier studies on the topic. The model is called the balance, reflecting the significance of balance in the process of integration. The balance model includes five dimensions: content, skills, the teaching-learning process, affective characteristics, measurement and assessment. The goal of the balance model is to keep the content/standards the same as their original values.
... This question has plagued science and mathematics educators for several decades. The lack of consensus about the meaning of integration across the academic community has been reported by many authors (Berlin, 1994;Berlin & White, 1992;Davidson, Miller, & Methany, 1995;Lederman & Niess, 1997;Pang & Good, 2000). The importance of integration of science and mathematics instruction, and the lack of consensus about the meaning of integration, were of such serious concern to educators that a special conference was organized to resolve the dilemma. ...
... Much of the literature and research supporting the integration of mathematics and science curricula is based on real world applications of both subject areas (Frykholm & Glasson, 2005;Rutherford & Ahlgren, 1990), the affect of integrated mathematics and science investigations on student motivation and learning through relevant investigations (e.g., Frykholm & Glasson, 2005;Jacobs, 1989;Koriala & Bowman, 2003) and the belief that integrated investigations promote deeper understandings in both fields (Berlin, 1994;George, 1996;Mason, 1996). Summarily, most rationales in support of integrated mathematics and science curricula argue either that mathematics and science are in some ways similar or that they are complementary. ...
Calls for curriculum integration in K-12 mathematics and science have seen nominal results. Numerous factors including cycles of practice in teacher development and professional development practices have inhibited the development, dissemination, and implementation of integrated curriculum. This paper examines the characteristics of the professional development standards of both disciplines; considers inherent hindrances to the implementation of integrated curriculum; generates a novel definition for integrated curriculum; argues that the most effective change agent is in-service professional development; and provides guiding notions for effective in-service professional development.
... Research demonstrates that integrated curricula provide endless opportunities for more relevant, less fragmented, and more stimulating experiences for learners (Frykholm & Glasson, 2005;Jacobs, 1989;Koirala & Bowman, 2003) and advocates cite that curriculum integration helps students form deeper understandings, see the "big picture," recognize relevance to life, make connections among central concepts, and become interested and motivated in school (Berlin, 1994;George, 1996;Mason, 1996). Integration of content areas can help students learn to think critically and help develop a common core of knowledge necessary for success in the next century (Carnegie Council on Adolescent Development, 1989). ...
This study investigates defining characteristics among the process standards of the Principles and Standards for School Mathematics and the 5 Es from the National Science Education Standards and the Inquiry and the National Science Education Standards. These characteristics are used to demonstrate similarities and differences between the learning of mathematics and science, discuss implications from such, and argue for the integration of mathematics and science curriculum and instruction.
... Current reform documents in both science and mathematics education provide strong philosophical support for the integration of science and mathematics as a way to enrich learning experiences and improve student understanding of and attitudes toward these disciplines (Berlin, 1989Berlin, , 1991 Stepien et al., 1993; Berlin, 1994; Berlin and Hyonyong, 2005). The REU program objectives reflect these reform documents by focusing on improving students' knowledge, skills, and dispositions in mathematics and science by allowing students to make real-world connections between these disciplines . ...
The focus of this Research Experience for Undergraduates (REU) project was on RNA secondary structure prediction by using a lattice walk approach. The lattice walk approach is a combinatorial and computational biology method used to enumerate possible secondary structures and predict RNA secondary structure from RNA sequences. The method uses discrete mathematical techniques and identifies specified base pairs as parameters. The goal of the REU was to introduce upper-level undergraduate students to the principles and challenges of interdisciplinary research in molecular biology and discrete mathematics. At the beginning of the project, students from the biology and mathematics departments of a mid-sized university received instruction on the role of secondary structure in the function of eukaryotic RNAs and RNA viruses, RNA related to combinatorics, and the National Center for Biotechnology Information resources. The student research projects focused on RNA secondary structure prediction on a regulatory region of the yellow fever virus RNA genome and on an untranslated region of an mRNA of a gene associated with the neurological disorder epilepsy. At the end of the project, the REU students gave poster and oral presentations, and they submitted written final project reports to the program director. The outcome of the REU was that the students gained transferable knowledge and skills in bioinformatics and an awareness of the applications of discrete mathematics to biological research problems.
Studi kuasi ini dilaksanakan di SDN Cihaurgeulis 2 Bandung pada tahun ajaran 2011-2012 dengan tujuan untuk mengkaji pemanfaatan bahan ajar bernuansa literasi sains dalam model pembelajaran IPA terpadu untuk meningkatkan pemahaman konsep IPA dan keterampilan berinkuiri siswa SD khususnya kelas 3. Penelitian ini menggunakan metode kuasi eksperimen dengan disain yang disebut nonequivalent kontrol group design, yang menggunakan satu kelas kontrol dengan pembelajaran konvensional dan satu kelas eksperimen yang menggunakan model pembelajaran IPA terpadu. Hasil penelitian menunjukkan bahwa peningkatan pemahaman konsep IPA (N-gain=0,60) dan keterampilan berinkuiri (0,65) siswa kelas eksperimen lebih tinggi dibandingkan kelas control dengan N-Gain pemahaman konsep IPA sebesar 0,34 dan N-Gain keterampilan berinkuiri siswa sebesar 0,30. Peningkatan pemahaman konsep IPA dan keterampilan berinkuiri siswa kelas eksperimen selain dipengaruhi oleh model pembelajaran IPA terpadu yang diterapkan, juga dipengaruhi oleh tingkat klasifikasi kemampuan siswa (tinggi, sedang, rendah). Berdasarkan hasil penelitian yang dilakukan, diharapkan agar ada penelitian lanjutan berkenaan dengan pembentukan sikap ilmiah melalui pembelajaran tematik serta penelitian untuk mengembangkan bahan ajar tematik yang memiliki peranan penting dalam keberhasilan siswa dalam pembelajaran.
Kata kunci: inkuiri, literasi sains, bahan ajar, IPA terpadu, sikap ilmiah
Over the past 5 years, integrated science and mathematics professional development programs for grades 4-10 science and mathematics teachers have been designed and implemented at Wright State University. The primary goals of the programs were to enhance the science and mathematics content understanding and pedagogical knowledge of the participant teachers in order to increase teacher confidence and promote the implementation of standards-based teaching practices in precollege classrooms. In this article, the general program structure developed and implemented over the years is discussed. Focusing on the 1999 program, evidence is presented of enhanced participant content understanding and pedagogical preparation, and specific examples of modified teacher practices are discussed.
This article describes a classroom activity and experiment that can be used to integrate science and mathematics topics. Students work in groups to predict and then measure the time needed for water to drain from a vented container. Time is measured and graphed as a function of the number of open vents in the container. The graph is then used to predict the drainage time for other non-measured values of the number of open vents. Students are then asked to make generalizations and to explain various physical phenomena related to the experiment.
Many members of the mathematics and science education community believe that the integration of mathematics and science enhances students' understanding of both subjects. Despite this belief, attempts to integrate these subjects have frequently been unsuccessful. This study examines the development and implementation of a team-taught integrated middle level mathematics and science methods course. The data presented in this study were collected from three groups of preservice teachers who were enrolled in a grades 5–8 middle level teacher certification program in Connecticut from 1998–2000. The data analysis indicates that preservice teachers appreciated the emphasis on integration used in the course, but at the same time when concepts did not integrate easily they were frustrated. Despite this frustration, the preservice teachers' understanding of integration was enhanced as a result of the course.
The study reported in this paper investigated perceptions concerning connections between mathematics and science held by university/college instructors who participated in the Maryland Collaborative for Teacher Preparation (MCTP), an NSF-funded program aimed at developing special middle-level mathematics and science teachers. Specifically, we asked (a) “What are the perceptions of MCTP instructors about the ‘other’ discipline?” (b) “What are the perceptions of MCTP instructors about the connections between mathematics and science?” and (c) “What are some barriers perceived by MCTP instructors in implementing mathematics and science courses that emphasize connections?” The findings suggest that the benefits of emphasizing mathematics and science connections perceived by MCTP instructors were similar to the benefits reported by school teachers. The barriers reported were also similar. The participation in the project appeared to have encouraged MCTP instructors to grapple with some fundamental questions, like “What should be the nature of mathematics and science connections?” and “What is the nature of mathematics/science in relationship to the other discipline?”
Integrated curricula has gained a great deal of acceptance among educators. Many educators provide testimonials about the effectiveness of units they teach, and many professional organizations stress integration across the curriculum. However, few empirical studies exist to support the notion that an integrated curriculum is any better than a well-designed traditional curriculum. Some educators question integration across the curriculum, because in the effort to integrate topics, science and mathematics content becomes superficial and trivial. This paper presents a review of the literature on integrated curricula. It concludes with a call to action for members of School Science and Mathematics Association.
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