Integrating Physical Education, Math, and Physics

Hatch, Greg M.; Smith, Darla R.

doi:10.1080/07303084.2004.10608541

Cited by 20 publications

(9 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The analyses showed that it positively affected the students' science achievement. This result is consistent with those reported in Hatch and Smith [8], Placek and Patton [9], Werner [10], Yi [11], Buchanan et al [14], Hastie [15], Provost [16], and Seeds, Pollom and Burton [17]. While these studies presented science concepts to students through physical education skills, the current study presented these skills to students through gamification, which is a difference on behalf of this study.…”

Section: Discussion Results and Suggestionssupporting

confidence: 80%

Science Instruction through the Game and Physical Activities Course: An Interdisciplinary Teaching Practice

Boyraz¹,

Serin²

2017

ujer

View full text Add to dashboard Cite

The purpose of this study was to examine the effect of science instruction given through the game and physical activities course in accordance with interdisciplinary teaching approaches on students' science achievement and retention. The participants were 82 third grade students from a public elementary school. Three classes were chosen as experimental groups and one class was chosen as a control group in the school. The instruction period lasted for five weeks in all groups. The data were collected by an achievement test and an education portal achievement (EPA) test. The pretest-posttest control group design was used in the study. Data obtained from the tests were analyzed through one-way analysis of variance and post-hoc analyses. The findings indicated that some of the experimental groups were more successful than the control group with large effect sizes. The results suggested that the game and physical activities course incorporating interdisciplinary teaching approaches could be used in increasing students' science achievement and retention of science knowledge.

show abstract

Section: Discussion Results and Suggestionssupporting

confidence: 80%

Science Instruction through the Game and Physical Activities Course: An Interdisciplinary Teaching Practice

Boyraz¹,

Serin²

2017

ujer

View full text Add to dashboard Cite

show abstract

“…The National Council of Teachers of Mathematics (2000) standards emphasise the importance of providing applications that are outside the traditional limits of mathematics. The National Science Education Standards (NSES) also emphasise the importance of providing learners with life applications based on the synergy of science with many other knowledge disciplines (Hatch & Smith, 2004). Bosse et al's (2010) review of the international standards of science and mathematics education reveals that there is a broad similarity between both disciplines that requires concordance in their teaching.…”

Section: Eurasia J Math Sci and Tech Edmentioning

confidence: 99%

The Effects of an Integrated Curriculum on Student Achievement in Saudi Arabia

Alghamdi

2017

EURASIA J MATH SCI T

View full text Add to dashboard Cite

This study examined the effects of an integrated mathematics and science curriculum with life-skills applications on academic achievement in a Saudi Arabian elementary school. An integrated unit was developed covering the grade 5 'sound and light' science unit and the 'perimeter, area, and size' mathematics unit, using practical applications activities connected to the students' everyday lives. The study involved treatment (n = 36) and comparison (n = 41) groups of grade 5 students (females) enrolled in a private school in Dhahran City. The comparison group was instructed using a conventional approach involving separate science and mathematics units, while the treatment group was instructed using the integrated unit. Two achievement tests for the target science and mathematics units were developed and used in the pretest-posttest design to verify the equivalence of the treatment and comparison groups before conducting the study, and to compare the achievement results after implementing the conventional and treatment units. The study found statistically significant differences favouring the treatment group on the achievement posttest (effect sizes were 0.44 for science and 0.49 for mathematics). These large effect sizes indicated the positive impact of using the proposed strategy of curriculum integration to evaluate the teaching program to see if the goal of improved achievement was actually realised.

show abstract

“…Partially in response to the threat of elimination, physical educators have made attempts to create and teach lessons that are integrated or interdisciplinary in nature by infusing movement and manipulative activities with other subject areas such as science and math (e.g., Buchanan et al, 2002;Hatch & Smith, 2004). This is not easy to do, since physical educators are not necessarily trained in content and pedagogical knowledge to teach outside their area.…”

Section: Active Classroomsmentioning

confidence: 97%

Recess, Extracurricular Activities, and Active Classrooms

Kahan

2008

Journal of Physical Education, Recreation & Dance

View full text Add to dashboard Cite

Integrating Physical Education, Math, and Physics

Cited by 20 publications

References 13 publications

Science Instruction through the Game and Physical Activities Course: An Interdisciplinary Teaching Practice

Science Instruction through the Game and Physical Activities Course: An Interdisciplinary Teaching Practice

The Effects of an Integrated Curriculum on Student Achievement in Saudi Arabia

Recess, Extracurricular Activities, and Active Classrooms

Contact Info

Product

Resources

About