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Donnie S. Coleman EDRE-5404 Autumn 2003

A comparison of research into multidisciplinary approaches of integrating mathematics, science, and technology education. Donnie S. Coleman EDRE-5404 Autumn 2003. An unsolicited and shameless plug for Tom Sherman’s class: Advanced Educational Psychology, EDCI-5114.

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Donnie S. Coleman EDRE-5404 Autumn 2003

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  1. A comparison of research into multidisciplinary approaches of integrating mathematics, science, and technology education. Donnie S. Coleman EDRE-5404 Autumn 2003

  2. An unsolicited and shameless plug for Tom Sherman’s class: Advanced Educational Psychology, EDCI-5114. • Elements of modern learning theory • We learn by making connections into existing knowledge. • All learning involves transfer. • Learning takes time • Learning is enhanced by teaching in multiple contexts.

  3. Both researchers evaluated the effectiveness of teaching and learning using an integrated curriculum. Wicklein, R., & Schell, J. (1995). Case studies of multidisciplinary approaches to integrating mathematics, science, and technology education. Journal of Technology Education. 6(2), 59-76. Graphic of JTE Merrill, C. (2001). Integrated technology, mathematics, and science education: A quasi-experiment. Journal of Industrial Teacher Education. 38(3).

  4. The two research projects differ significantly in their scope.

  5. The Wicklein & Schell case studies • Objectives: • Review the literature pertaining to subject matter integration. • Conduct actual case studies of multidisciplinary approaches to curriculum planning and implementation. • Pilot sites in 4 high schools in 4 states, each with: • A Multidisciplinary team comprised of the teachers from the respective disciplines: Tech Ed, science, and mathematics. • A School administrator • A School Counselor • A Resource team comprised of other teacher educators and the state supervisor for Technology Education. • Their own curriculum designed for their own unique educational environments.

  6. The Merrill Integrated TSM quasi-experiment Hypotheses: Students engaged in integrated curricula should: H1: Have an increased cognitive effect as compared to other students. H2: Identify more terms, phrases, and examples. H3: Show an increased content retention over time. Research Design: Population: High school with an approximate enrollment of 225 students. Participants: Purposive sample of 71 in 6 intact Technology Ed. classes. Technology Education teacher and the researcher. Design: Modified quasi-experimental nonequivalent control group. O X O O O O 2 wks O 2 wks O 2 wks O

  7. How the researchers addressed validity Case Studies: Credibility thru Triangulation and Thick Description • The cases were studied and analyzed through three primary avenues: • Self-reported qualitative data from each demonstration site. • Extensive personal interviews with students, teachers, and administrators • Analysis of open-ended questions that were part of a quantitative survey instrument administered to all student participants. • Quantitative TSM Experiment: • Instruments were field-tested, pilot-tested, validated and deemed reliable on the basis of content validity. • Curricula were constructed to have near-identical content. • Each of six classes was randomly assigned to 3 experimental or 3 comparison groups. • One teacher taught both curricula to avoid implementer effect and enhance internal validity.

  8. What did the researchers conclude? Wicklein & Schell Case Studies: “These multidisciplinary projects have made a positive difference in both teachers and students. We have proven that where administrators are open to change and teachers are willing to empower themselves and take individual responsibility, increased student motivation and learning can be effected.” (Wicklein & Schell, 1995) Merrill Integrated TSM Quasi-Experiment: Given the conditions of the Merrill experiment, all three hypotheses were rejected, i.e., students in an integrated hands-on approach to teaching and learning did not have higher learning gains, could not name more terms, and did not exhibit increased content retention over time.

  9. Which researcher got the story more nearly correct? The Qualitative Paradigm of the Wicklein and Schell case studies utilized tools and methodologies appropriate for the complex subject of effective teaching and learning using an integrated curriculum.

  10. Finis

  11. How did the researchers evaluate the dependent variable? (i.e, student learning) Qualitative case studies: Portfolios Library research Technical reports Special projects Problem-solving Experiments Teamwork Peer teaching Exams? • Quantitative TSM Experiment: • Test scores obtained from four quantitative instruments administered to all the students, per the test plan.

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