An Interdisciplinary Approach to Primary School Mathematics and Science Learning

Autor/inn/en	Tytler, Russell; Mulligan, Joanne; Prain, Vaughan; White, Peta; Xu, Lihua; Kirk, Melinda; Nielsen, Christopher; Speldewinde, Christopher
Titel	An Interdisciplinary Approach to Primary School Mathematics and Science Learning
Quelle	In: International Journal of Science Education, 43 (2021) 12, S.1926-1949 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tytler, Russell) ORCID (Prain, Vaughan) ORCID (White, Peta) ORCID (Xu, Lihua) ORCID (Kirk, Melinda) ORCID (Nielsen, Christopher) ORCID (Speldewinde, Christopher)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2021.1946727
Schlagwörter	Interdisciplinary Approach; Mathematics Education; Science Education; Elementary School Students; Elementary School Teachers; Teaching Methods; Foreign Countries; STEM Education; Program Development; Grade 1; Astronomy; Sequential Approach; Ecology; Physics; Motion; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Plants (Botany); Water; Heat; Scientific Concepts; Australia + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Mathematische Bildung; Naturwissenschaftliche Bildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; STEM; Programmplanung; School year 01; 1. Schuljahr; Schuljahr 01; Astronomie; Schrittfolge; Ökologie; Physik; Bewegungsablauf; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Pflanze; Wasser; Hitze; Australien
Abstract	Against a backdrop of advocacy for interdisciplinary STEM curricula, this paper explores the design principles underpinning a three-year longitudinal research project that develops and evaluates interdisciplinary mathematics and science learning sequences involving multiple teachers and student cohorts across the primary school years. The research uses design-based methodology and deploys a pedagogical cycle based on representation construction and model-based reasoning, reflecting core disciplinary processes, and aimed at foundational concepts. The interdisciplinary structure of sequences in different topics, teacher pedagogy, and student reasoning and learning are illustrated through analysis of three learning sequence vignettes. In these topics both mathematical learning (measure, data modelling and spatial reasoning) and science learning (concepts and practices), were reinforced and enriched through the interdisciplinary framing. Drawing on notes of teacher planning and review meetings, coupled with classroom data, we identify (a) the conceptual and curricular design features through which mathematics and science can synergistically interweave, (b) the epistemological design challenges involved in working with teachers to achieve this interdisciplinary alignment, and (c) the key pedagogical design features that emerged to support this integration. The research contributes to conceptualising how interdisciplinary processes that enable synergistic interweaving of mathematics and science content and processes can be effectively framed and enacted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01