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Case Study Exploring the Use of an Interdisciplinary Approach to Teach a High School Mathematics and Science Topic.

机译：案例研究探索运用跨学科方法教授高中数学和科学主题。

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This participatory case study was conducted to describe the value of an interdisciplinary teaching approach for a high school mathematics and science topic from the perspective of the students and the teacher. The topic of logarithms was selected for this lesson because it is a concept that students learn in both their high school mathematics and science courses. The teacher researcher, a high school mathematics teacher, worked with twelve student participants from a 9th and 10th grade Geometry class, along with four science and two mathematics teachers. The data collected in this study serves as a reminder of the many complexities of interdisciplinary work. This specific interdisciplinary study, signified by three overall themes, unraveled some of these complexities of the interdisciplinary approach in general. In all, the study demonstrated the utility of developing a shared language, gaining understanding of the complexities of interdisciplinary work, and sharing positive student experiences of an interdisciplinary lesson. These three themes serve as a step forward in the overall research of interdisciplinary mathematics and science work. A significant amount of additional research is needed to compare the actual student learning outcomes for interdisciplinary work versus discipline specific work. The data from this study, however, shows that as teachers work to create an interdisciplinary approach, teachers from different disciplines produce such a thoughtful and positive dialogue that only enhances student learning.

机译：这项参与性案例研究旨在从学生和老师的角度描述中学数学和科学主题的跨学科教学方法的价值。选择本课程的对数主题是因为它是学生在中学数学和科学课程中都会学习的一个概念。教师研究员是一名高中数学老师，与来自9年级和10年级几何课程的十二名学生以及四名科学老师和两名数学老师一起工作。这项研究中收集的数据提醒了跨学科工作的许多复杂性。以三个总体主题为代表的这项特定的跨学科研究，总体上揭示了跨学科方法的某些复杂性。总而言之，这项研究证明了开发共享语言，了解跨学科工作的复杂性以及共享跨学科课程的积极学生体验的实用性。这三个主题为跨学科数学和科学工作的整体研究迈出了一步。需要大量其他研究来比较跨学科工作与特定学科工作的实际学生学习结果。然而，这项研究的数据表明，随着教师努力创建跨学科的方法，来自不同学科的教师进行了这种周到而积极的对话，这只会增进学生的学习。

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作者
Winkelhake, Kelly M.;
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作者单位

Northeastern University.;

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授予单位 Northeastern University.;
学科 Mathematics education.;Secondary education.;Science education.
学位 Ed.D.
年度 2015
页码 127 p.
总页数 127
原文格式 PDF
正文语种 eng
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专利

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机译：走向有意义的跨学科教育：高中教师的数学和科学融合观
2. Exploring the Mathematics and Science subject matter content in the Primary School Level in Lesotho teachers [J] . Mosotho J. George, Mamontsi Kolobe, Eunice K. Moru International Journal of Science and Technology Education Research . 2018,第2期

机译：莱索托教师探索小学阶段的数学和科学主题内容
3. Evaluate Students’ Collaborative Problem-Solving Skills Through an Experiential Approach to Teach Non-metals (A Case Study in High School of Education Sciences and Viet Duc High School in Hanoi, Vietnam) [J] . Vu Phuong Lien, Tran Thi Van Trang, Tran Trung Ninh World Journal of Chemical Education . 2018,第4期

机译：通过一种体验式的非金属教学方法来评估学生的协作解决问题的能力（以教育科学高中和越南河内的越南高中为例）
4. Why Teaching Informatics in Schools Is as Important as Teaching Mathematics and Natural Sciences [C] . Juraj Hromkovic, Bjoern Steffen Informatics in schools : Contributing to 21st century education . 2011

机译：为什么在学校教授信息学与教授数学和自然科学一样重要
5. Effectiveness of an interdisciplinary approach to teaching mathematics and economics in middle school mathematics classrooms. [D] . Suiter, Mary C. 2007

机译：跨学科方法在中学数学课堂上教授数学和经济学的有效性。
6. An Approach to Teaching General Chemistry II that Highlights the Interdisciplinary Nature of Science [O] . Takita Felder Sumter, Patrick M. Owens -1

机译：教学一般化学的方法突出了科学跨学科性质
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Case Study Exploring the Use of an Interdisciplinary Approach to Teach a High School Mathematics and Science Topic.

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