Research Article
Year 2023,
Volume: 5 Issue: 2, 219 - 230, 30.08.2023
Abstract
This study was conducted to determine the opinions of middle school science and mathematics teachers about science-mathematics integration. A total of 38 teachers (19 science teachers, 19 math teachers) participated in this qualitative research. Data were collected using a semi-structured interview form. The data were evaluated with descriptive and content analysis in qualitative analysis. While all of the science teachers included in the study thought that integration was necessary, mathematics teachers expressed different opinions. While the teachers had different definitions of integration, it was determined that they generally exchanged ideas with the other branch teachers. It was determined that the most course needed integration for mathematics teachers was the Turkish and the mathematics for science teachers. According to teachers, the most important advantage of integration is that it increases student course success. As a result; although science and mathematics teachers have heard about the integration of science and mathematics, they do not have sufficient knowledge and application. For this reason, it is recommended that teachers of both branches should be informed about science-mathematics integration and integrate them into their lessons.
Supporting Institution
no
Project Number
no
References
- Akpınar, E., Ergin, Ö. (2005). The role of science teacher in constructivist theory. Elementary Education Online, 4(2), 55–64.
- Al Orime, S., Ambusaidi, A. (2011). The impact of using the integration approach between science and math on acquiring the skills for solving scientific problems for fourth grade students. Turk Education Journal, 8(2), 9-21
- Aytaç, T. (2003). The changing roles of the teacher at the beginning of the 21st century. Journal of Science and Education in the Light of Mind, 4, 45.
- Basista, B. & Mathews, S. (2002). Integrated science and mathematics professional development programs. School Science and Mathematics, 102(7), 359 – 370.
- Bulunuz N. & Ergul R. (2001). An investigation on to determine the confidence of pre-service teachers using the mathematical knowledge and measuring tools in science teaching. Journal of Uludag University Faculty of Education, 14(1), 65-71.
- Bütüner, S.Ö. & Uzun, S. (2011). Mathematics-based problems encountered in science teaching: Reflections from the experiences of science and technology teachers. Theoretical Educational Science, 4(2), 262-272.
- Chrysostomou, S. (2004). Interdisciplinary approaches in the new curriculum in Greece: A focus on music education. Arts Education Policy Review, 105(5), 23-29.
- Ekici, F. (2022). Fen bilgisi öğretmen adaylarının STEM farkındalıkları, STEM görüşleri ve STEM odaklı argümantasyon becerilerinin incelenmesi. Yüksek Lisans Tezi, Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü, Konya.
- Güleç, S. ve Alkış, S. (2003), Relations among primary school students’ course performances. Elementary Education Online, 2 (2), 19-27.
- Hill, M.D. (2002). The effects of integrated mathematics/science curriculum and instruction on mathematics achievement and student attitudes in grade six (Unpublished Doctoral Dissertation). West Texas A&M University. UMI Number: 3056684. http://cela.albany.edu/reports/mathisonlogic12004.pdf TDK (2023). (2023). Integration, accessed at https://sozluk.gov.tr/on 02-7-2023
- Hurley, M.M. (2001). Reviewing integrated science and mathematics: The search for evidence and definitions from new perspectives. Reviewing Integrated Science and Mathematics, 10(5), 259-268.
- Kahyaoğlu, H. (2005). Being a science and technology literacy. In Altun, A & Oklun, S. Primary education in the light of current developments: Mathematics, science, technology, management, Ankara: Memoirs Publishing.
- Kaminski, J. A., Sloutsky, V. M., & Heckler, A.F. (2004). Transfer of learning between isomorphic artificial domains: Advantage for the abstract. In K. Forbus, D. Gentner, & T. Regier (Eds.), Proceedings of the XXVI Annual Conference of the Cognitive Science Society, 642-647. Mahwah, NJ: Erlbaum.
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- Kaya, D., Akpınar, E. & Gökkurt Ö. (2006). Preservice mathematics and science teachers’ mathematical thinking levels. Science Education Art and Technology Journal, 6(4), 1-5.
- Kıray, S.A. & Kaptan, F. (2012). The effectiveness of an integrated science and mathematics programme: Science-centred mathematics-assisted integration. Energy Education Science and Technology Part B: Social and Educational Studies, 4(2), 943-956.
- Kıray, S.A., Gök, B., Çalışkan, İ. & Kaptan, F. (2008). Perceptions of science and mathematics teachers about the relations between what courses for qualified science mathematics education in elementary schools. In Demirel, Ö. & Sünbül A. M. Further Education in The Balkan Countries, Volume II. Konya, Egitim Kitabevi.
- Lederman, N.G. & Niess, M.L. (1997), “Integrated, interdiciplinary, or thematic instruction?, Is this a guestion or it is questionable semantics? School Science and Mathematics, 97 (2),57-58.
- Ministry of Education. (2018). Primary school science curriculum (for primary and secondary school 3,4,5,6,7,8. grades), Ankara.
- Meisel, E.M. (2005). A study of the continuum of ıntegration of mathematics content with science concepts at the middle school level in the West Virginia. Department of Educational Theory and Practice, Morgantown West Virginia.
- Obalı, B. (2009). The relationship between students' science and technology academic achievement and reading comprehension in Turkish and mathematics success. Master Thesis, Sakarya University Institute of Science and Technology, Sakarya
- Park Rogers, M. A ve Volkmann, M, J. (2007). Science and mathematics: A natural connection. Science and Children, 45(2), 60-61.
- Tekerek, B. (2022). Fen ve matematik entegrasyonu ile ilgili öğretmen düşünceleri ve deneyimleri üzerine bir çalışma. Kahramanmaraş Sütçü İmam Üniversitesi Eğitim Dergisi , 4 (2) , 66-82.
- Temel, H., Dündar, S., & Şenol, A. (2015). Öğretmenlerin fen ve teknoloji dersinde matematikten kaynaklanan güçlükleri giderme yolları ve fen-matematik entegrasyonunun önemi. Gazi Eğitim Fakültesi Dergisi, 35(1), 153 - 176.
- Trowbridge, Leslie W., Bybee, Rodger W. ve Powell, Janet C. (2004). Teaching secondary school science: Strategies for developing scientific literacy, New Jersey, Merrill.
- Turna, Ö., ve Bolat, M. (2015). Analysis of theses using interdisciplinary approach in education. Ondokuz Mayis University Journal of Education Faculty, 34(1), 35-55.
- Wang, J. (2005). Relationship between mathematics and science achievement at the 8th grade. Int Online J Science Math Ed, 5, 1-17.
- Yıldırım, A. (1996). The concept of interdisciplinary teaching and its consequences in terms of programs. Journal of Hacettepe University Faculty of Education, 12, 89-94.
Year 2023,
Volume: 5 Issue: 2, 219 - 230, 30.08.2023
Abstract
Project Number
no
References
- Akpınar, E., Ergin, Ö. (2005). The role of science teacher in constructivist theory. Elementary Education Online, 4(2), 55–64.
- Al Orime, S., Ambusaidi, A. (2011). The impact of using the integration approach between science and math on acquiring the skills for solving scientific problems for fourth grade students. Turk Education Journal, 8(2), 9-21
- Aytaç, T. (2003). The changing roles of the teacher at the beginning of the 21st century. Journal of Science and Education in the Light of Mind, 4, 45.
- Basista, B. & Mathews, S. (2002). Integrated science and mathematics professional development programs. School Science and Mathematics, 102(7), 359 – 370.
- Bulunuz N. & Ergul R. (2001). An investigation on to determine the confidence of pre-service teachers using the mathematical knowledge and measuring tools in science teaching. Journal of Uludag University Faculty of Education, 14(1), 65-71.
- Bütüner, S.Ö. & Uzun, S. (2011). Mathematics-based problems encountered in science teaching: Reflections from the experiences of science and technology teachers. Theoretical Educational Science, 4(2), 262-272.
- Chrysostomou, S. (2004). Interdisciplinary approaches in the new curriculum in Greece: A focus on music education. Arts Education Policy Review, 105(5), 23-29.
- Ekici, F. (2022). Fen bilgisi öğretmen adaylarının STEM farkındalıkları, STEM görüşleri ve STEM odaklı argümantasyon becerilerinin incelenmesi. Yüksek Lisans Tezi, Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü, Konya.
- Güleç, S. ve Alkış, S. (2003), Relations among primary school students’ course performances. Elementary Education Online, 2 (2), 19-27.
- Hill, M.D. (2002). The effects of integrated mathematics/science curriculum and instruction on mathematics achievement and student attitudes in grade six (Unpublished Doctoral Dissertation). West Texas A&M University. UMI Number: 3056684. http://cela.albany.edu/reports/mathisonlogic12004.pdf TDK (2023). (2023). Integration, accessed at https://sozluk.gov.tr/on 02-7-2023
- Hurley, M.M. (2001). Reviewing integrated science and mathematics: The search for evidence and definitions from new perspectives. Reviewing Integrated Science and Mathematics, 10(5), 259-268.
- Kahyaoğlu, H. (2005). Being a science and technology literacy. In Altun, A & Oklun, S. Primary education in the light of current developments: Mathematics, science, technology, management, Ankara: Memoirs Publishing.
- Kaminski, J. A., Sloutsky, V. M., & Heckler, A.F. (2004). Transfer of learning between isomorphic artificial domains: Advantage for the abstract. In K. Forbus, D. Gentner, & T. Regier (Eds.), Proceedings of the XXVI Annual Conference of the Cognitive Science Society, 642-647. Mahwah, NJ: Erlbaum.
- Kaya, V.H. (2017). The impact of reading skills on science literacy. Journal of National Education, 215, 193-207.
- Kaya, D., Akpınar, E. & Gökkurt Ö. (2006). Preservice mathematics and science teachers’ mathematical thinking levels. Science Education Art and Technology Journal, 6(4), 1-5.
- Kıray, S.A. & Kaptan, F. (2012). The effectiveness of an integrated science and mathematics programme: Science-centred mathematics-assisted integration. Energy Education Science and Technology Part B: Social and Educational Studies, 4(2), 943-956.
- Kıray, S.A., Gök, B., Çalışkan, İ. & Kaptan, F. (2008). Perceptions of science and mathematics teachers about the relations between what courses for qualified science mathematics education in elementary schools. In Demirel, Ö. & Sünbül A. M. Further Education in The Balkan Countries, Volume II. Konya, Egitim Kitabevi.
- Lederman, N.G. & Niess, M.L. (1997), “Integrated, interdiciplinary, or thematic instruction?, Is this a guestion or it is questionable semantics? School Science and Mathematics, 97 (2),57-58.
- Ministry of Education. (2018). Primary school science curriculum (for primary and secondary school 3,4,5,6,7,8. grades), Ankara.
- Meisel, E.M. (2005). A study of the continuum of ıntegration of mathematics content with science concepts at the middle school level in the West Virginia. Department of Educational Theory and Practice, Morgantown West Virginia.
- Obalı, B. (2009). The relationship between students' science and technology academic achievement and reading comprehension in Turkish and mathematics success. Master Thesis, Sakarya University Institute of Science and Technology, Sakarya
- Park Rogers, M. A ve Volkmann, M, J. (2007). Science and mathematics: A natural connection. Science and Children, 45(2), 60-61.
- Tekerek, B. (2022). Fen ve matematik entegrasyonu ile ilgili öğretmen düşünceleri ve deneyimleri üzerine bir çalışma. Kahramanmaraş Sütçü İmam Üniversitesi Eğitim Dergisi , 4 (2) , 66-82.
- Temel, H., Dündar, S., & Şenol, A. (2015). Öğretmenlerin fen ve teknoloji dersinde matematikten kaynaklanan güçlükleri giderme yolları ve fen-matematik entegrasyonunun önemi. Gazi Eğitim Fakültesi Dergisi, 35(1), 153 - 176.
- Trowbridge, Leslie W., Bybee, Rodger W. ve Powell, Janet C. (2004). Teaching secondary school science: Strategies for developing scientific literacy, New Jersey, Merrill.
- Turna, Ö., ve Bolat, M. (2015). Analysis of theses using interdisciplinary approach in education. Ondokuz Mayis University Journal of Education Faculty, 34(1), 35-55.
- Wang, J. (2005). Relationship between mathematics and science achievement at the 8th grade. Int Online J Science Math Ed, 5, 1-17.
- Yıldırım, A. (1996). The concept of interdisciplinary teaching and its consequences in terms of programs. Journal of Hacettepe University Faculty of Education, 12, 89-94.
There are 28 citations in total.
Details
| Primary Language | English |
|---|---|
| Subjects | Specialist Studies in Education (Other) |
| Journal Section | Research Articles |
| Authors | |
| Project Number | no |
| Early Pub Date | August 30, 2023 |
| Publication Date | August 30, 2023 |
| Submission Date | August 10, 2023 |
| Published in Issue | Year 2023 Volume: 5 Issue: 2 |
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