Building Teachers' Capacity to Integrate Science and Math Content: Implications for Professional Development and Learning

Autor/inn/en	Aguirre-Muñoz, Zenaida; Yeter, Ibrahim H.; S. Loria Garro, Elias; Koca, Fatih
Titel	Building Teachers' Capacity to Integrate Science and Math Content: Implications for Professional Development and Learning
Quelle	In: Journal of Science Teacher Education, 32 (2021) 1, S.62-84 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aguirre-Muñoz, Zenaida) ORCID (S. Loria Garro, Elias)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2020.1789814
Schlagwörter	Faculty Development; Mathematics Teachers; Science Teachers; Knowledge Base for Teaching; Pedagogical Content Knowledge; Graduate Students; Inservice Teacher Education; Teacher Attitudes; Middle School Teachers; Interdisciplinary Approach; Teaching Methods; Capacity Building; Feedback (Response); Transformative Learning; Scoring Rubrics; Group Discussion; Computer Mediated Communication; Thinking Skills; Reliability; Science Instruction; Mathematics Instruction; Texas + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Teaching theory; Theory of teaching; Unterrichtstheorie; Pädagogische Kompetenz; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lehrerfortbildung; Lehrerverhalten; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching method; Lehrmethode; Unterrichtsmethode; Pädagogische Transformation; Scoring formulas; Auswertungsbogen; Gruppendiskussion; Computerkonferenz; Denkfähigkeit; Reliabilität; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Mathematics lessons; Mathematikunterricht
Abstract	Despite the impetus from professional organizations for science and mathematics integration, few teacher training programs provide opportunities for teachers to develop the knowledge and skills in effective content integration. This study reports on the impact of a graduate course on in-service middle school, math, and science teachers' professional knowledge for content integration and their integration practice. This course model draws on the extant research on science and mathematics integration. Quantitative and qualitative results suggest the course increased teacher professional knowledge and improved integration practice. Integration practice was evaluated utilizing a project-based measure: the Mathematics and Science Integration Rubric (MASIR). Results indicate that although the integration practice and teacher conceptions of integration moved toward a more coherent application of integrated instruction, the combination of content knowledge and teacher feedback should be targets of extended professional learning. Implications for broader professional development issues for science and mathematics teachers are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01