Integrating mathematics into junior science
Year: 2014
Type: article
Abstract: Science and mathematics are closely related in the physical world, yet as school subjects they can be quite separate, even where they share overlapping content (McBride and Silverman cited in Czerniak 2007). Science and mathematics integration has been recommended as a way to increase student conceptual understanding of, interest in, and motivation to learn both subjects (Pang and Good 2000). Moreover, STEM education (involving the purposeful integration of science, technology, engineering and mathematics) is receiving increasing emphasis in Ireland and elsewhere (Breiner et al. 2012). This article describes some key aspects that it is useful to be aware of so that meaningful teaching and learning of the important overlaps and interactions between the subjects can occur. The ideas have emerged from our research into the design, development and evaluation of a model for science and mathematics integration in Ireland. The model consists of three elements: a syllabus map of the overlapping content on the Junior Cycle science and mathematics curricula, a Teaching and Learning Sequence for overlapping science and mathematics content and skills, and a series of Critical Integrated Skills Activities (CISA) for science classrooms.
Source: Figshare
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2585617618