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Reviewing Integrated Science and Math

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Reviewing Integrated Science and Math

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  1. Reviewing Integrated Science and Mathematics: The Searchfor Evidence and Definitions From New Perspectives (Hurley, M.H.) Lou Dillard Integration Study Guide

  2. Overview • Focused on hindrances to integration • lack of evidence to support integration • lack of a definition for integration • Utilized mixed methodology integrative review • Quantitative • Qualitative • Historical strategies • Defined and identified forms of integration • differential effects were identified and analyzed between forms and between science and mathematics • Identified implications and suggestions for future research

  3. Mixed methodology • Integrative review included quantitative, qualitative, and historical strategies • 31 reports of studies selected containing 34 outcomes for science and mathematics achievement • Computation of an effect size used in the quantitative aspect consisted of: • Integrated configurations as a treatment • Measured student achievement post treatment • Control groups not receiving a treatment • Small group sizes not used • Pretreatment group equivalency • Provision of sufficient data

  4. Mixed methodology (cont.) • Study Effect Meta-analytic (SEM) method also used for the quantitative aspects • reviews literature for a treatment’s effectiveness • uses the study as the unit of analysis • examines relations effect sizes and pre-established categories • applies study inclusion criteria • uses regression models for outcome analyses • easily comprehended by the general reader • increasing access • continued discourse on a topic

  5. Mixed methodology (cont.) • Qualitative data as a secondary analysis by one removed from the process with the purpose of either: • continuing the original research analysis • addressing different questions not addressed in the original research • using different methods to address the original research questions • Narratives of each study contained the qualitative data used to address questions not asked originally • Historical aspects were derived descriptively from the studies

  6. Description of studies • Studies covered from 1935 through 1997 • Specific interdisciplinary reform efforts of the core curricula • Curriculum improvement projects • Middle school endeavors • Math-science-technology integrations • Integrated science and mathematics programs

  7. Evidence for integration • Achievement data by studies • Twenty-nine for mathematics mean effect size as .27 (SE = .09) • Twenty-one for science mean effect size as .37 (SE = .12) • Effect size considered small to medium as large effect size would be at least .80 • Negative effect size would indicate that the traditional group outperformed the experimental group • Studies from the 1930s through 1950s (core curriculum studies) had small positive effect sizes • confirming the findings from narrative reviews of the core curriculum

  8. Defining integration • Six forms of integration arose • Varied - implied a type of integration that varied within a study from teacher to teacher or from school to school (did not help to define the term). • 1. Sequenced - Science and mathematics are planned and taught sequentially, with one preceding the other • 2. Parallel - Science and mathematics are planned and taught simultaneously through parallel concepts • 3. Partial - Science and mathematics are taught partially together and partially as separate disciplines in the same classes • 4. Enhanced - Either science or mathematics is the major discipline of instruction, with the other discipline apparent throughout the instruction • 5. Total - Science and mathematics are taught together in intended equality

  9. Defining integration (cont.) • The 5 forms were meta-analytically examined • Of the 31 studies examined only a few offered definitions • Of these, only two allowed for multiple forms of integration

  10. Conclusions & implications • Should we return to a more socially conscious time with our future research? • Will the nature of quantitative data (and thus the nature of student outcomes due to integration) change as schools move from achievement-based standardized exams to performance-based? • The ability to answer such questions resides in the ongoing and often expressed need for additional research

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