The Integration of Mathematics in Middle School Science: Student and Teacher Impacts Related to Science Achievement and Attitudes towards Integration

Autor/in	McHugh, Luisa
Titel	The Integration of Mathematics in Middle School Science: Student and Teacher Impacts Related to Science Achievement and Attitudes towards Integration
Quelle	(2016), (147 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, State University of New York at Stony Brook
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3399-6134-7
Schlagwörter	Hochschulschrift; Dissertation; Mathematics; Middle School Students; Teacher Student Relationship; Science Achievement; Academic Achievement; Scientific Attitudes; Student Attitudes; Mathematics Education; Mathematics Instruction; Grade 8; Science Curriculum; Integrated Curriculum; Scientific Concepts; Mathematics Curriculum; Mathematical Models; School Districts; Science Education; Science Instruction; Mathematical Concepts; New York (New York) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Mathematik; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulleistung; Schülerverhalten; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; School year 08; 8. Schuljahr; Schuljahr 08; Mathematical model; Mathematisches Modell; School district; Schulbezirk; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	Contemporary research has suggested that in order for students to compete globally in the 21st century workplace, pedagogy must shift to include the integration of science and mathematics, where teachers effectively incorporate the two disciplines seamlessly. Mathematics facilitates a deeper understanding of science concepts and has been linked to improved student perception of the integration of science and mathematics. Although there is adequate literature to substantiate students' positive responses to integration in terms of attitudes, there has been little empirical data to support significant academic improvement when both disciplines are taught in an integrated method. This research study, conducted at several school districts on Long Island and New York City, New York, examined teachers' attitudes toward integration and students' attitudes about, and achievement on assessments in, an integrated 8th grade science classroom compared to students in a non-integrated classroom. An examination of these parameters was conducted to analyze the impact of the sizeable investment of time and resources needed to teach an integrated curriculum effectively. These resources included substantial teacher training, planning time, collaboration with colleagues, and administration of student assessments. The findings suggest that students had positive outcomes associated with experiencing an integrated science and mathematics curriculum, though these were only weakly correlated with teacher confidence in implementing the integrated model successfully. The positive outcomes included the ability of students to understand scientific concepts within a concrete mathematical framework, improved confidence in applying mathematics to scientific ideas, and increased agreement with the usefulness of mathematics in interpreting science concepts. Implications of these research findings may be of benefit to educators and policymakers looking to adapt integrated curricula in order to improve the preparation of students to learn and achieve in a global society. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01