Numerous national initiatives call for interdisciplinary mathematics and science education, but few empirical studies have examined practical considerations for integrated instruction in high school settings. The purpose of this qualitative study was twofold. First, the study sought to describe how and to what extent teachers integrate mathematics and science curricula in their classrooms after having participated in an intervention to promote and support mathematics and science integration. Second, the study was intended to expand our understanding of the barriers to and factors that enable integrated approaches in high school classrooms. The theoretical component of this study builds on and adapts previous models of science and mathematics integration to introduce the Intradisciplinary, Cross-disciplinary, Mutlidisciplinary, Interdisciplinary (ICMI) framework for identifying and defining classroom integration strategies. Findings include a description of several distinct practices high school teachers related to integrated instruction as well as the trade-offs teachers considered when making decisions related to integrated curricula. The implications of the findings for researchers and practitioners are discussed. Finally, we propose the conceptualization of “interdisciplinary pedagogical content knowledge” in mathematics and science as an area of focus that will enable teachers to successfully move toward interdisciplinary instruction.

中文翻译：

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迈向有意义的跨学科教育：高中教师对数理融合的看法

许多国家倡议呼吁进行跨学科的数学和科学教育，但很少有实证研究检验了高中环境中综合教学的实际考虑。这项定性研究的目的是双重的。首先，该研究试图描述教师在参与促进和支持数学和科学整合的干预后，如何以及在多大程度上将数学和科学课程整合到课堂中。其次，该研究旨在扩大我们对在高中课堂中实现综合方法的障碍和因素的理解。本研究的理论部分建立在以前的科学和数学整合模型的基础上并加以调整，以引入跨学科、跨学科、多学科、用于识别和定义课堂整合策略的跨学科 (ICMI) 框架。调查结果包括对高中教师与综合教学相关的几种不同实践的描述，以及教师在做出与综合课程相关的决定时所考虑的权衡。讨论了研究结果对研究人员和从业人员的影响。最后，我们建议将数学和科学中的“跨学科教学内容知识”概念化为一个重点领域，这将使教师能够成功地转向跨学科教学。调查结果包括对高中教师与综合教学相关的几种不同实践的描述，以及教师在做出与综合课程相关的决定时所考虑的权衡。讨论了研究结果对研究人员和从业人员的影响。最后，我们建议将数学和科学中的“跨学科教学内容知识”概念化为一个重点领域，这将使教师能够成功地转向跨学科教学。调查结果包括对高中教师与综合教学相关的几种不同实践的描述，以及教师在做出与综合课程相关的决定时所考虑的权衡。讨论了研究结果对研究人员和从业人员的影响。最后，我们建议将数学和科学中的“跨学科教学内容知识”概念化为一个重点领域，这将使教师能够成功地转向跨学科教学。