PATTERNS: A Study of the Effects of Integrated Curricula on Young Adolescent Problem-Solving Ability.

Autor/in	Hough, David L.
Institution	Missouri Coordinating Board for Higher Education, Jefferson City.
Titel	PATTERNS: A Study of the Effects of Integrated Curricula on Young Adolescent Problem-Solving Ability.
Quelle	(1994), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adolescent Development; Core Curriculum; Educational Assessment; Females; Inservice Teacher Education; Interdisciplinary Approach; Intermediate Grades; Junior High Schools; Knowledge Level; Low Income Groups; Mathematics Education; Minority Groups; Partnerships in Education; Patterns in Mathematics; Pedagogical Content Knowledge; Problem Solving; Rural Education; Science Education; Student Development; Teacher Improvement; Teaching Methods; Team Teaching; Thematic Approach; Thinking Skills; Missouri + Suchen Sie Ihr Suchwort? Kerncurriculum; Education; assessment; Bewertungssystem; Weibliches Geschlecht; Lehrerfortbildung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Mittelstufe; Sekundarstufe I; Wissensbasis; Mathematische Bildung; Ethnische Minderheit; Hochschulpartnerschaft; Mathematische Struktur; Pädagogische Kompetenz; Problemlösen; Ländliche Erwachsenenbildung; Naturwissenschaftliche Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Teamteaching; Themenzentrierter Unterricht; Denkfähigkeit
Abstract	The goals of this four-phased study were to enhance the quality of educational experience for under-represented (rural, low income, and female) secondary students (N=628), and to increase their participation in mathematics and science courses beginning at the middle school level. Teachers (N=28) were asked to expand their pedagogical content knowledge, improve their student assessment techniques, and develop an integrated program linking mathematics and science to the core curriculum. During Phase 1, a consortium, organized by school districts, Southwest Missouri State University, and area business partners was established. During Phase 2, teams of teachers and consortium staff developed a 4-week interdisciplinary unit titled "PATTERNS." The project was implemented in Phase 3 and the project's effects on students and teachers were evaluated in the final phase. Results indicated: (1) teachers were generally pleased with the unified, consortium process; (2) analysis of pre- and post-test scores suggested that integrated approaches to teaching and learning that focus on formal operations are best suited to young adolescent learners who already possess some higher order thinking skills; and (3) students expressed interest and excitement in the unit. Some suggestions for further research, a teacher questionnaire, and six statistical tables complete the document. (LL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC