Students' voices and learning experiences in an integrated unit

Abstract

Background: Interdisciplinary teaching through physical education has been discussed in the physical education literature over the past two decades. However, there is no qualitative study of what interdisciplinary teaching in physical education means to students. Purpose: The purpose of this study was to describe students' views of and educational experiences in an integrated unit in which movement skills and concepts were integrated with mathematical skills and concepts. Research design and data collection: This is a qualitative and descriptive study of students' learning experiences in one integrated unit. An accomplished elementary physical education teacher, two second-grade classroom teachers, and 35 second-grade students from two intact second-grade classes voluntarily participated in this study. The multiple qualitative data sources included: videotaping the integrated lessons in gymnasium and classroom settings; writing descriptive anecdotal records; interviewing the teachers and students; and collecting the teachers and students' sample artefacts. All qualitative data were analyzed using the constant comparison technique with member checks. Findings: Throughout the unit, the students applied counting, addition, subtraction, multiplication, estimation, and measurement skills in performing and measuring locomotor skills. As a result of engaging in the integrated learning tasks, the students saw the vivid connections between physical education and mathematics and became more interested in both subject areas. When the teacher presented the integrated learning tasks accompanied by demonstration and learning cues, a majority of students were more likely to demonstrate mature movement forms while performing the integrated learning tasks. In addition, when the teacher scaffolded cooperative learning activities, the students cooperatively worked with their partner to accomplish the integrated learning tasks.