Professional Development for a Middle School Mathematics-Infused Science Curriculum
Saved in:
| Title: | Professional Development for a Middle School Mathematics-Infused Science Curriculum |
|---|---|
| Language: | English |
| Authors: | McHugh, Luisa (ORCID |
| Source: | Journal of Science Teacher Education. 2018 29(8):804-828. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2018 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 0927973 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Middle Schools Secondary Education Junior High Schools Grade 8 Elementary Education |
| Descriptors: | Science Instruction, Mathematics Instruction, Middle School Students, Science Process Skills, Student Attitudes, Science Achievement, Grade 8, Scientific Concepts, Concept Formation, Gender Differences, Socioeconomic Status, STEM Education, Graphs, Faculty Development, Integrated Curriculum, Energy |
| Geographic Terms: | New York |
| DOI: | 10.1080/1046560X.2018.1514825 |
| ISSN: | 1046-560X |
| Abstract: | Contemporary research has suggested that for students to compete globally, pedagogy must shift to emphasize the infusion of mathematics into science instruction to strengthen understanding. Innovative professional development programs are necessary to achieve this goal, particularly with respect to teaching graphing skills in the context of science. Although there is literature to substantiate that students respond positively in terms of interest, there has been little evidence to support improved science performance when both subjects are integrated. This large-scale quasi-experimental study examined impacts of a mathematics-infused science curriculum on students' science attitudes and achievement (N =1695). Data were collected from science assessments and attitudes surveys in mathematics-infused 8th grade science classrooms and compared to those from students in non-integrated settings. Data revealed positive student outcomes, including the ability to understand mathematics-infused scientific concepts (F(1, 1693) = 17.02, p < 0.001), higher confidence in graphing, and greater agreement with the notion that mathematics is a valuable tool in learning science (F(1, 1693) = 33.76, p < 0.001). Females outperformed males in science but there were no significant differences in achievement between students from high and low needs schools. Data from a single infused unit taught within one school district (n = 136) revealed similar science achievement findings with a large effect (F(1, 134) = 37.18, p < 0.001), though gender was not a significant predictor. These research findings will benefit educators seeking innovative, integrated curricula that improve science and mathematics understanding, as well as researchers who inform policy reform efforts. |
| Abstractor: | As Provided |
| Number of References: | 80 |
| Entry Date: | 2018 |
| Accession Number: | EJ1197730 |
| Database: | ERIC |
| Abstract: | Contemporary research has suggested that for students to compete globally, pedagogy must shift to emphasize the infusion of mathematics into science instruction to strengthen understanding. Innovative professional development programs are necessary to achieve this goal, particularly with respect to teaching graphing skills in the context of science. Although there is literature to substantiate that students respond positively in terms of interest, there has been little evidence to support improved science performance when both subjects are integrated. This large-scale quasi-experimental study examined impacts of a mathematics-infused science curriculum on students' science attitudes and achievement (N =1695). Data were collected from science assessments and attitudes surveys in mathematics-infused 8th grade science classrooms and compared to those from students in non-integrated settings. Data revealed positive student outcomes, including the ability to understand mathematics-infused scientific concepts (F(1, 1693) = 17.02, p < 0.001), higher confidence in graphing, and greater agreement with the notion that mathematics is a valuable tool in learning science (F(1, 1693) = 33.76, p < 0.001). Females outperformed males in science but there were no significant differences in achievement between students from high and low needs schools. Data from a single infused unit taught within one school district (n = 136) revealed similar science achievement findings with a large effect (F(1, 134) = 37.18, p < 0.001), though gender was not a significant predictor. These research findings will benefit educators seeking innovative, integrated curricula that improve science and mathematics understanding, as well as researchers who inform policy reform efforts. |
|---|---|
| ISSN: | 1046-560X |
| DOI: | 10.1080/1046560X.2018.1514825 |
