Case Studies of Multidisciplinary Approaches to Integrating Mathematics, Science, &amp; Technology Education

Wicklein, Robert C.; Schell, John W.

doi:10.21061/jte.v6i2.a.5

Cited by 58 publications

(51 citation statements)

References 11 publications

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“…The literature associated with teacher preparation and integrated science and mathematics education is laden with obstacles or barriers including philosophical and epistemological differences; teacher content, pedagogical content, and pedagogical context knowledge; teacher perceptions and beliefs; school and administrative structures; assessment practices; and appropriate instructional resources (Frykholm & Glasson, 2005;Lehman, 1994;Lehman & McDonald, 1988;Meier, Cobbs & Nicol, 1998;Pang & Good, 2000;Wicklein & Schell, 1995). In the face of this challenge, however, is a consistent vision of the need to integrate science and mathematics and prepare teachers to make these connections.…”

Section: Introductionmentioning

confidence: 99%

Preservice Mathematics and Science Teachers in an Integrated Teacher Preparation Program for Grades 7–12: A 3-Year Study of Attitudes and Perceptions Related to Integration

Berlin

White

2009

Int J of Sci and Math Educ

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The purpose of this article is twofold: (a) to describe a unique teacher licensure program for grades 7-12 that integrates mathematics, science, and technology education and (b) to explore the attitudes and perceptions related to the integration of mathematics, science, and technology education of three cohorts of preservice teachers enrolled in the first 3 years of the program. Eighty-one preservice teachers responded to a semantic differential to measure attitudes and perceptions related to "mathematics, science, and technology education integration." Principal components and internal consistency reliability analyses were computed to provide validity and reliability evidence. Preservice teachers also responded to one open-ended, free-response written question, "What does the integration of mathematics, science, and technology education mean to you?" Multivariate and univariate analyses of variance with repeated measures and Pearson cross-tabulation chi-square analyses were computed to identify pretest-posttest differences for the value and difficulty scales, identified by the principal components analysis. Analytic inductive methods were used to identify emergent themes in student written responses to the open-ended question. Results indicated no change in preservice teacher attitudes and perceptions related to the value of integration-they clearly valued integration at the onset and completion of the program, often citing student benefits. However, a significant change in preservice teacher attitudes and perceptions related to difficulty was noted. Upon completion of the program, preservice teachers perceived integration to be more difficult and identified barriers and challenges-demonstrating a more realistic, practical, and cautious approach to the integration of mathematics, science, and technology education.

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Section: Introductionmentioning

confidence: 99%

Preservice Mathematics and Science Teachers in an Integrated Teacher Preparation Program for Grades 7–12: A 3-Year Study of Attitudes and Perceptions Related to Integration

Berlin

White

2009

Int J of Sci and Math Educ

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“…The next steps in the evolution of this idea are multi-disciplinary thematic approaches where the various subjects contribute to a central theme and interdisciplinary concepts and topics where discipline concepts are chosen because of their direct relevance to the theme 12 (C.J.Marsh, as quoted by Venville et al 1998). In 1990's the integrated approach was adopted as global educational strategy in three US counties: Colorado, Nebraska and Oklahoma and the effect is remarkable 13 (Wicklein, & Schell, 1995).…”

Section: A Brief Review Of Pre-integrated Approachesmentioning

confidence: 99%

Current Status and Prospects of Mathematical Education

Akulenko¹,

Bobyliev²,

Чашечникова³

et al. 2018

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“…The integrative and multi-disciplinary curricular approach related to technology education seeks to help students learn and appreciate not only the relevance, but, most importantly, the significance of how school subjects are tied together and how each subject builds on and complements the other [37].…”

Section: Interdisciplinary Teaching At Primary Schoolmentioning

confidence: 99%

Interdisciplinary Teaching in Physical Education

Kaittani

Kouli

Derri

et al. 2017

AJNE

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The interdisciplinary approach has risen in the modern curricula as it is considered an important and challenging technique. Physical education is a prime content area for interdisciplinary learning. In order to integrate different subject areas into Physical Education lessons, the specialist needs to learn more about the academic curriculum.Integrating core subjects with physical activity can easily be done and can be very beneficial to student learners in all levels of Education. A great effort is done in addition to be integrated with other subjects. Over the last twenty years there have been frequent internal changes at international level, which also affect preschool curricula. This trend has been intensified in recent years, with unprecedented mobility being observed, to the point of demanding a fundamental reform of the educational mission of the kindergarten. An interdisciplinary approach has been at the core of attention in primary and secondary school education recently. In this approach, teachers collaborate to invent and apply more effective means of teaching by associating the subjects and activities of a school subject in the curriculum with other subjects. The basic aim and purpose is to cultivate skills and values such as cooperatives, flexibility, adaptability, solidarity, but above all to provide basic knowledge,

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Case Studies of Multidisciplinary Approaches to Integrating Mathematics, Science, & Technology Education

Cited by 58 publications

References 11 publications

Preservice Mathematics and Science Teachers in an Integrated Teacher Preparation Program for Grades 7–12: A 3-Year Study of Attitudes and Perceptions Related to Integration

Preservice Mathematics and Science Teachers in an Integrated Teacher Preparation Program for Grades 7–12: A 3-Year Study of Attitudes and Perceptions Related to Integration

Current Status and Prospects of Mathematical Education

Interdisciplinary Teaching in Physical Education

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