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.

中文翻译：

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培养教师整合科学和数学内容的能力：对专业发展和学习的影响

摘要 尽管专业组织推动了科学和数学的整合，但很少有教师培训计划为教师提供有效整合内容的知识和技能的机会。本研究报告了研究生课程对在职中学、数学和科学教师的内容整合专业知识及其整合实践的影响。本课程模式借鉴了现有的科学与数学融合研究。定量和定性结果表明该课程增加了教师的专业知识并改进了整合实践。使用基于项目的措施评估整合实践：数学和科学整合量规 (MASIR)。结果表明，虽然整合实践和整合教学的教师观念朝着更连贯的整合教学应用发展，但内容知识和教师反馈的结合应该成为扩展专业学习的目标。讨论了对科学和数学教师更广泛的专业发展问题的影响。