Abstract
There is a national movement across the U.S. to reform education, especially for students of average ability and school achievement–the “forgotten majority”. Curricular integration across disciplines using teacher teams to broaden learning contexts as well as improving access to academic courses such as physics and mathematics has been a response to the call for reform (see, for example, American Chemical Society, 1988; Benson, 1989; Bottoms, 1989; Edgerton, 1990; Grubb, Davis, Lum, Plihal, & Morgaine, 1991). There is an increasing amount of literature on the subject of integration, especially literature that describes particular programs and curricula such as Principles of Technology (Center for Occupational Research and Development and the Agency for Instructional Technology, 1986), Tech Prep (Key, 1991), Science-Technology Society (Aiken, 1992), and Project 2061 (Johnson, 1989). However, little research is available regarding the simultaneous integration of physics, mathematics, and technology through interdisciplinary teams and the resulting impact that such an approach has on learning physics. Most integration endeavors have involved either coordinating curricula or having teachers working cooperatively to reinforce concepts so that learning transfers across two or more contexts. These activities are important steps towards improving education, but possibly a stronger and more substantial approach would entail activities that actually restructure the organization and delivery of content across disciplines, including nontraditional teacher assignments as well as nontraditional teaching methodology. The PHYS-MA-TECH project was funded by the National Science Foundation, the Illinois State Board of Education, and Northern Illinois University. The goal of the project was to improve high school physics by integrating Physics/Mathematics/Technology (P/M/T) both in content and delivery of instruction. It was proposed that average students have an untapped ability in physics and mathematics. Their potential in these areas cannot be projected merely on the basis of past performance. A basic assumption of this study was
Highlights
There is an increasing amount of literature on the subject of integration, especially literature that describes particular programs and curricula such as Principles of Technology (Center for Occupational Research and Development and the Agency for Instructional Technology, 1986), Tech Prep (Key, 1991), Science-Technology Society (Aiken, 1992), and Project 2061 (Johnson, 1989)
The researchers hypothesized that (a) average students who do not take physics are interested in the subject, (b) they can succeed in physics, and (c) P/M/T integration in content and delivery will provide a better route for such students to learn physics
The study sought to measure the effectiveness of the PHYS-MA-TECH program by seeking answers to the following research questions: 1. Is there any difference in intellectual ability and academic achievement between average students "who would not normally enroll in physics" and those enrolled in a regular physics course?
Summary
There is an increasing amount of literature on the subject of integration, especially literature that describes particular programs and curricula such as Principles of Technology (Center for Occupational Research and Development and the Agency for Instructional Technology, 1986), Tech Prep (Key, 1991), Science-Technology Society (Aiken, 1992), and Project 2061 (Johnson, 1989). Most integration endeavors have involved either coordinating curricula or having teachers working cooperatively to reinforce concepts so that learning transfers across two or more contexts. These activities are important steps towards improving education, but possibly a stronger and more substantial approach would entail activities that restructure the organization and delivery of content across disciplines, including nontraditional teacher assignments as well as nontraditional teaching methodology. It was proposed that average students have an untapped ability in physics and mathematics. Their potential in these areas cannot be projected merely on the basis of past performance. The study sought to measure the effectiveness of the PHYS-MA-TECH program by seeking answers to the following research questions: 1. Is there any difference in intellectual ability and academic achievement between average students "who would not normally enroll in physics" and those enrolled in a regular physics course?
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