Supporting key aspects of practice in making mathematics explicit in science lessons

Simple item page
dc.contributor.authorJohnston, Jenniferen
dc.contributor.authorWalshe, Gráinneen
dc.contributor.authorNí Ríordáin, Máireen
dc.date.accessioned2023-10-19T10:39:14Z
dc.date.available2023-10-19T10:39:14Z
dc.date.issued2019-11-25en
dc.description.abstractSTEM integration has often been recommended as a way to support students to develop twenty-first century skills needed to function in the complex modern world. In order for students to experience integration, however, their teachers need support in designing, developing and implementing integrated curricular instruction, which is often at odds with a very subject-focused educational system. This paper reports on the second year of a research study conducted with five secondary science and mathematics teachers, concerned with supporting them to teach explicitly the mathematics components within science lessons, mediated via technology. It outlines how the teachers collaborated with the support of science and mathematics education researchers within a community of practice, named a Teaching and Learning Network (TLN). The network was intended to promote and enhance teacher capacity for the interdisciplinary teaching of mathematics in science in the face of various contextual and other obstacles observed in the first year of the study. This study found that the opportunity to work in a Teaching and Learning Network supported the teachers’ ownership of the design of the integrated learning unit, enhanced their content knowledge of mathematics, their use of the data logging technology and their understanding of an inquiry-based pedagogical approach. Participation in the TLN provided teachers with the mechanism to cross the boundaries of the subject disciplines and thereby promoted change in their attitudes, professional knowledge and to some extent, practice.en
dc.description.statusPeer revieweden
dc.description.versionAccepted Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationJohnston, J., Walshe, G. and Ní Ríordáin, M. (2020) 'Supporting key aspects of practice in making mathematics explicit in science lessons', International Journal of Science and Mathematics Education, 18, pp. 1399-1417. doi: 10.1007/s10763-019-10016-1en
dc.identifier.doi10.1007/s10763-019-10016-1en
dc.identifier.eissn1573-1774en
dc.identifier.endpage1417en
dc.identifier.issn1571-0068en
dc.identifier.journaltitleInternational Journal of Science and Mathematics Educationen
dc.identifier.startpage1399en
dc.identifier.urihttps://hdl.handle.net/10468/15134
dc.identifier.volume18en
dc.language.isoenen
dc.publisherSpringer Nature Ltd.en
dc.rights© 2019, Ministry of Science and Technology, Taiwan. Published by Springer Nature Limited. This is a post-peer-review, pre-copyedit version of an article published in International Journal of Science and Mathematics Education. The final authenticated version is available online at: https://doi.org/10.1007/s10763-019-10016-1en
dc.subjectCommunity of practiceen
dc.subjectCross-curricularen
dc.subjectIn-service teachersen
dc.subjectInterdisciplinary teachingen
dc.subjectSTEM integrationen
dc.titleSupporting key aspects of practice in making mathematics explicit in science lessonsen
dc.typeArticle (peer-reviewed)en
oaire.citation.issue7en
oaire.citation.volume18en
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Johnston et al 2019 Supporting key aspects of practice.pdf
Size:
293.16 KB
Format:
Adobe Portable Document Format
Description:
Accepted Version
Download
License bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
license.txt
Size:
2.71 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
Education - Journal Articles