Practices for Mathematics and Science Integration

This paper argues for a more complex literature around gender and math performance. In order to argue for this complexity, we present a small portion of data from a case study examining the performance of Kuwaiti students on the Trends in International Mathematics and Science Study and on Kuwait national math tests. Westernized discourses suggest that girls have a harder time in math classes; these discourses frame and are reified by prominent literature and practices within the field of math education research that suggest that women and girls need help in order to reach their potential in math. These Westernized discourses stand in contrast to the discourses in Kuwait that normalize women and girls as outperforming boys in all subjects – including all science, technology, engineering and mathematics subjects. As our study shows, the reality is more complex. And, while the reality is more complex, we yet lack the discourses to understand this complexity.

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Preservice teachers’ perceptions of science integration into secondary agriculture classrooms

Advancements in Agricultural Development ◽

10.37433/aad.v1i3.49 ◽

2020 ◽

Vol 1 (3) ◽

pp. 1-13

Author(s):

Nathan Conner ◽

Christopher Stripling ◽

Jamie Loizzo

Keyword(s):

Preservice Teachers ◽

Agricultural Education ◽

Cognitive Theory ◽

Academic Science ◽

Future Research ◽

Behavioral Determinants ◽

Teachers Perceptions ◽

Science Integration ◽

Science Concepts ◽

Integrate Science

After completing a 40-hour field experience course, 26 preservice teachers participated in interviews about their experiences observing science integration in secondary agriculture classrooms. Based on Bandura’s social cognitive theory, researchers analyzed interview transcripts for preservice teachers’ descriptions of perceived preparedness to integrate science into agricultural education programs based on personal, environmental, and behavioral determinants. Findings indicated the integration of science concepts were reliant upon participants’ perceived integration ability, importance of science knowledge, consequences of science integration, application of hands-on learning, practical application of science in agriculture, and the influence of colleague collaboration on the learning environment. From their observations, preservice teachers cited specific instances of academic science concepts relating to agriculture, which they perceived as an applied science. While natural ties to biology and chemistry appeared in classroom lessons, preservice teachers held a belief that agricultural education is a unique practical context for learning and integration of science, but too much science integration is seen as a threat to agricultural education. Many preservice teachers noted the environment surrounding their future agricultural classrooms will play a large role in how they integrate science. Future research should further investigate how behavioral, personal, and environmental factors influence science integration.

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Science and Mathematics as part of practical projects in technology and design: An analysis of challenges in realising the curriculum in Norwegian schools.

Nordic Studies in Science Education ◽

10.5617/nordina.547 ◽

2014 ◽

Vol 10 (1) ◽

pp. 3-15 ◽

Cited By ~ 4

Author(s):

Berit Bungum ◽

Bjørn-Tore Esjeholm ◽

Dag Atle Lysne

Keyword(s):

Conceptual Knowledge ◽

Learning Science ◽

Video Study ◽

Nature Of Technology ◽

And Mathematics ◽

The Right ◽

Student Projects ◽

Mathematics And Science ◽

Do So ◽

Technology And Design

Technology and design is seen by many as having a potential for students to work with science and mathematics in practical contexts. The view is particularly evident in the Norwegian curriculum, where technology and design is defined as an interdisciplinary topic involving Science, Mathematics and Art & Crafts. This paper reports from a video study of the use of mathematics and science in student projects in technology and design. It was found that the projects contained little conceptual knowledge from mathematics and science even when their purpose was to do so. Through an inductive analysis informed by perspectives on technology and technological knowledge, we identify four issues that explain why this is the case: (i) Problem solving by other means, (ii) Focus on product quality, (iii) Not the right type of knowledge, and (iv) Concepts and procedures not necessary for the purpose. These issues are related to the nature of technology rather than to pedagogy, and the results suggest that technology and design as a domain of knowledge should be represented in the curriculum in its own right and not as an arena for learning science and mathematics.

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A comparative study of SAM and ADDIE models in simulating STEM instruction

African Educational Research Journal ◽

10.30918/aerj.94.21.125 ◽

2021 ◽

Vol 9 (4) ◽

pp. 852-859

Author(s):

Clement Ayarebilla Ali ◽

Keyword(s):

Student Teachers ◽

Successive Approximation ◽

Teaching And Learning ◽

Post Treatment ◽

Approximation Model ◽

Treatment Results ◽

Pre Treatment ◽

Addie Model ◽

And Mathematics ◽

Mathematics And Science

The study compared exhaustively the Successive Approximation Model (SAM) and Analyze, Design, Develop, Implement and Evaluate (ADDIE) model on the teaching and learning of Science, Technology, Engineering and Mathematics subjects in Ghana. We selected a sample of 30 student-teachers who offered Mathematics and Science in the distance mode of the University of Education, Winneba, Ghana in the 2018/2019 academic year. The first stage of the analysis compared the models separately within the Vygotskian framework using pre-post experiemtal design. The second stage made comparisons between and within the two models. The results of both stages showed that student-teachers preferred mostly SAM to ADDIE instructional models. There were not only consistently higher mean gains in the latter model, but the group averages of student-teachers in the post-treatment results also demonstrated clear improvements. Again, student-teachers showed tremendous improvements in the conceptual understanding of both models. However, the Successive Approximation Model recorded much more improvements in both pre-treatment and post-treatment results. It was therefore imperative to conclude that the Successive Approximation Model was more properly situated in the context of teaching and learning Mathematics and Science. We, therefore, recommended experimental explorations of SAM for STEM.

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Educational Robotics in Smart Learning

Cases on Smart Learning Environments - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-6136-1.ch014 ◽

2019 ◽

pp. 244-255

Author(s):

Saravanan Venkataraman ◽

Sunil Kumar Sharma

Keyword(s):

Learning Process ◽

Educational Robotics ◽

Technological Advancement ◽

Science Concept ◽

Teaching Approaches ◽

Smart Learning ◽

And Mathematics ◽

Teaching Learning ◽

Educational Robots ◽

Mathematics And Science

Science, technology, engineering, and mathematics (STEM) are the key courses for the students in the 21st century. There are several teaching approaches to improve the average scores in STEM education. Involvement of robots in the teaching-learning process plays an important role to transform and enhance the learning process. The technological advancement helps the students to translate the typical mathematics and science concept into real-word applications. In this chapter, some concepts of STEM have been implemented with the help of Bioloid educational robots. The educational robotics enhance the academic achievement of the students. The programming of the BioLoid robots is carried out using RoboPlus software, and the outcomes of the concrete mathematics concepts are shown physically.

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Helping Aboriginal Students to Understand Mathematics and Science Concepts

The Aboriginal Child at School ◽

10.1017/s0310582200013912 ◽

1985 ◽

Vol 13 (4) ◽

pp. 8-15 ◽

Cited By ~ 3

Author(s):

R.M. Hastie ◽

D.F. Treagust

Keyword(s):

Direct Consequence ◽

School Level ◽

Aluminium Foil ◽

Aboriginal Students ◽

European Child ◽

And Mathematics ◽

Aboriginal Children ◽

Science And Mathematics Teachers ◽

Mathematics And Science ◽

Primary School Level

Teachers of Aboriginal children in Australia often have the problem of adapting or modifying curriculum materials which have been developed to meet the needs of the average white Australian/European child. For science and mathematics teachers especially, we believe that appropriate adaptation is essential to ensure that Aboriginal children are better able to comprehend the concepts involved. Many of these concepts at the primary school level involve some aspect of conserving quantities. For example, take a simple experiment where a child is asked to find out whether or not aluminium foil sinks in water. Its flotation, of course, is dependent on shape. The child may roll the aluminium foil into a ball, or flatten it out, and place it in the water. What happens can be observed and discussed and reported. But what if the child thinks this aluminium foil has some unexplainable properties? Maybe it not only changes shape but also its weight! Certainly, on the surface this may appear to be a typical case of nonconservation of weight, but perhaps this is a direct consequence of working with unusual materials and is not a true indicator of mental development!

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