当前位置: X-MOL 学术International Journal of Science Education › 论文详情
Our official English website, www.x-mol.net, welcomes your feedback! (Note: you will need to create a separate account there.)
An interdisciplinary approach to primary school mathematics and science learning
International Journal of Science Education ( IF 2.2 ) Pub Date : 2021-07-05 , DOI: 10.1080/09500693.2021.1946727
Russell Tytler 1 , Joanne Mulligan 2 , Vaughan Prain 1 , Peta White 1 , Lihua Xu 1 , Melinda Kirk 1 , Christopher Nielsen 1 , Christopher Speldewinde 1
Affiliation  

ABSTRACT

Against a backdrop of advocacy for interdisciplinary STEM curricula, this paper explores the design principles underpinning a three-year longitudinal research project that develops and evaluates interdisciplinary mathematics and science learning sequences involving multiple teachers and student cohorts across the primary school years. The research uses design-based methodology and deploys a pedagogical cycle based on representation construction and model-based reasoning, reflecting core disciplinary processes, and aimed at foundational concepts. The interdisciplinary structure of sequences in different topics, teacher pedagogy, and student reasoning and learning are illustrated through analysis of three learning sequence vignettes. In these topics both mathematical learning (measure, data modelling and spatial reasoning) and science learning (concepts and practices), were reinforced and enriched through the interdisciplinary framing. Drawing on notes of teacher planning and review meetings, coupled with classroom data, we identify (a) the conceptual and curricular design features through which mathematics and science can synergistically interweave, (b) the epistemological design challenges involved in working with teachers to achieve this interdisciplinary alignment, and (c) the key pedagogical design features that emerged to support this integration. The research contributes to conceptualising how interdisciplinary processes that enable synergistic interweaving of mathematics and science content and processes can be effectively framed and enacted.



中文翻译:

小学数学和科学学习的跨学科方法

摘要

在倡导跨学科 STEM 课程的背景下,本文探讨了支持一项为期三年的纵向研究项目的设计原则,该项目开发和评估跨学科的数学和科学学习序列,涉及整个小学的多个教师和学生群体。该研究使用基于设计的方法论并部署基于表征构建和基于模型的推理的教学循环,反映核心学科过程,并针对基础概念。通过对三个学习序列小插曲的分析,说明了不同主题、教师教学法以及学生推理和学习的序列的跨学科结构。在这些主题中,数学学习(测量、数据建模和空间推理)和科学学习(概念和实践),通过跨学科框架得到加强和丰富。根据教师规划和审查会议的记录,再加上课堂数据,我们确定了 (a) 数学和科学可以协同交织的概念和课程设计特征,(b) 与教师合作实现这一目标所涉及的认识论设计挑战跨学科协调,以及 (c) 出现的支持这种整合的关键教学设计特征。该研究有助于概念化跨学科过程,如何有效地构建和制定数学和科学内容和过程的协同交织。通过跨学科的框架得到了加强和丰富。根据教师规划和审查会议的记录,再加上课堂数据,我们确定了 (a) 数学和科学可以协同交织的概念和课程设计特征,(b) 与教师合作实现这一目标所涉及的认识论设计挑战跨学科协调,以及 (c) 出现的支持这种整合的关键教学设计特征。该研究有助于概念化跨学科过程,如何有效地构建和制定数学和科学内容和过程的协同交织。通过跨学科的框架得到了加强和丰富。根据教师规划和审查会议的记录,再加上课堂数据,我们确定了 (a) 数学和科学可以协同交织的概念和课程设计特征,(b) 与教师合作实现这一目标所涉及的认识论设计挑战跨学科协调,以及 (c) 出现的支持这种整合的关键教学设计特征。该研究有助于概念化跨学科过程,如何有效地构建和制定数学和科学内容和过程的协同交织。我们确定(a)数学和科学可以协同交织的概念和课程设计特征,(b)与教师合作以实现这种跨学科对齐所涉及的认识论设计挑战,以及(c)出现的关键教学设计特征支持这种整合。该研究有助于概念化跨学科过程,如何有效地构建和制定数学和科学内容和过程的协同交织。我们确定(a)数学和科学可以协同交织的概念和课程设计特征,(b)与教师合作以实现这种跨学科对齐所涉及的认识论设计挑战,以及(c)出现的关键教学设计特征支持这种整合。该研究有助于概念化跨学科过程,如何有效地构建和制定数学和科学内容和过程的协同交织。

更新日期:2021-09-13
down
wechat
bug