Perceptions of Making Connections between Science and Mathematics in a Science Methods Course

Autor/inn/en	McGinnis, J. Randy; McDuffie, Amy Roth; Graeber, Anna
Titel	Perceptions of Making Connections between Science and Mathematics in a Science Methods Course
Quelle	In: Journal of Elementary Science Education, 18 (2006) 2, S.13-29 (17 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-185X
Schlagwörter	Elementary School Science; Methods Courses; Preservice Teacher Education; Mathematics; Science Instruction; Teaching Methods; Integrated Curriculum; Elementary School Students; Correlation; Student Teacher Attitudes; Mathematical Concepts; Scientific Concepts + Suchen Sie Ihr Suchwort? Methodisch-didaktische Anleitung; Lehramtsstudiengang; Lehrerausbildung; Mathematik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation
Abstract	The integration of mathematics and science is a recommended pedagogical strategy made by major reform-based documents. The goal is to enhance learner understandings by recognizing the relationships between the two disciplines. Documented attempts to systematically enact this initiative in teacher preparation remain uncommon. As a result, an elementary science methods course instructor in collaboration with two mathematics education researchers conducted a practitioner-research study that examined his efforts to connect mathematics and science. The perceptions of two groups of interns (those in a specialized program that aimed to make connections between mathematics and science and those who were not in the program but who were concentrating in mathematics or science) were contrasted in regards to the following four elements: (1) an appropriate science learning environment for elementary students, (2) the extent to which their science methods instructor modeled good teaching of science, (3) the extent to which they observed their science methods instructor making connections to mathematics in his teaching, and (4) the rationale for and intent to make connections between science and mathematics in elementary teaching. We found that there were discernible differences between the two groups in their perceptions about the issues under study. An implication for practice is that caution should be exercised when attempting an integrated approach to a science methods course, since interns may perceive the discipline of mathematics in a limited manner. (As Provided).
Anmerkungen	Western Illinois University. Document and Publications Services, 1 University Circle, Macomb, IL 61455-1390. Tel: 309-298-1917; Fax: 309-298-2869; e-mail: DPS@wiu.edu; Web site: http://www.wiu.edu/users/jese/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10