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Toward Meaningful Interdisciplinary Education: High School Teachers' Views of Mathematics and Science Integration

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

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Numerous national initiatives call for interdisciplinary mathematics and science education, but few empirical studies have examined practical considerations for integrated instruction in high school settings. The purpose of this qualitative study was twofold. First, the study sought to describe how and to what extent teachers integrate mathematics and science curricula in their classrooms after having participated in an intervention to promote and support mathematics and science integration. Second, the study was intended to expand our understanding of the barriers to and factors that enable integrated approaches in high school classrooms. The theoretical component of this study builds on and adapts previous models of science and mathematics integration to introduce the Intradisciplinary, Cross-disciplinary, Mutlidisciplinary, Interdisciplinary (ICMI) framework for identifying and defining classroom integration strategies. Findings include a description of several distinct practices high school teachers related to integrated instruction as well as the trade-offs teachers considered when making decisions related to integrated curricula. The implications of the findings for researchers and practitioners are discussed. Finally, we propose the conceptualization of "interdisciplinary pedagogical content knowledge " in mathematics and science as an area of focus that will enable teachers to successfully move toward interdisciplinary instruction.
机译：许多国家倡议要求进行跨学科的数学和科学教育，但是很少有实证研究研究了高中环境下综合教学的实际考虑。定性研究的目的是双重的。首先，该研究试图描述在参与促进和支持数学和科学融合的干预措施之后，教师如何以及在何种程度上将数学和科学课程整合到他们的课堂中。其次，该研究旨在扩大我们对中学课堂中采用集成方法的障碍和因素的理解。本研究的理论组成部分建立在先前的科学和数学整合模型的基础之上，并对其进行了改编，以引入跨学科，跨学科，跨学科，跨学科（ICMI）框架来识别和定义课堂整合策略。调查结果包括对高中教师与综合教学有关的几种不同实践的描述，以及在制定与综合课程有关的决策时考虑的权衡因素。讨论了研究结果对研究人员和从业人员的意义。最后，我们提出了数学和科学中“跨学科教学内容知识”的概念化，这是使教师能够成功地走向跨学科教学的重点领域。

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