Mathematics and Science Integration: Models and Characterizations

Autor/inn/en	Stinson, Kevin; Harkness, Shelly Sheats; Meyer, Helen; Stallworth, James
Titel	Mathematics and Science Integration: Models and Characterizations
Quelle	In: School Science and Mathematics, 109 (2009) 3, S.153-161 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
Schlagwörter	Scientific Concepts; Mathematics Teachers; Interdisciplinary Approach; Vignettes; Middle School Teachers; Barriers; Intellectual Disciplines; Pedagogical Content Knowledge; Professional Development; Mathematics Instruction; Mathematics Curriculum; Teaching Methods; Science Instruction; Science Curriculum; Science Teachers; Science Education; Integrated Curriculum; Fused Curriculum; Mathematics Education + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Geisteswissenschaften; Pädagogische Kompetenz; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Science teacher; Wissenschaft; Naturwissenschaftliche Bildung; Mathematische Bildung
Abstract	The squeeze on instructional time and other factors increasingly leads educators to consider mathematics and science integration in an effort to be more efficient and effective. Unfortunately, the need for common understandings for what it means to integrate these disciplines, as well as the need for improving disciplinary knowledge, appears to continue to be significant obstacles to an integrated approach to instruction. In this study we report the results of a survey containing six instructional scenarios administered to thirty-three middle grades science and math teachers. Analysis of teacher responses revealed that while teachers applied similar criteria in their reasoning, they did not possess common characterizations for integration. Furthermore, analysis suggested that content knowledge serves as a barrier to recognizing integrated examples. Implications for professional development planners include the need to develop and provide teachers with constructs and parameters for what constitutes mathematics and science integration. Continued emphasis on improving teacher content knowledge in both mathematics and science is also a prerequisite to enabling teachers to integrate content. (As Provided).
Anmerkungen	School Science and Mathematics Association. Oklahoma State University, 245 Willard, Stillwater, OK 74078. Tel: 405-744-8018; Fax: 405-744-6290; e-mail: office@ssma.org; Web site: http://ssmj.tamu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10