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Abstract
This study examined the effects of the cross-curricular model of integrating mathematics and science with experiential learning on the knowledge of 3rd grade primary school pupils in Slovenia. The purpose of this research was to design and implement school lessons rooted in integrating maths with science and concrete experience, and handling real objects. In the experimental group (N=149), maths and science lessons implemented a cross-curricular model which integrated experiential learning. In the control group (N=155), maths and science were taught as separate subjects without experiential learning. The data was collected with pre- and post-tests to establish pupils’ knowledge. Differences between groups were analysed through Mann-Whitney U test and Wilcoxon signed-rank test and showed that pupils from the experimental group performed better at the 2nd and 3rd TIMSS cognitive domain. Findings indicate that the cross-curricular learning model has a positive effect on pupil’s achievement in science and mathematics.
 
 Keywords: Cross-curricular integration, mathematics, science, experiential learning, TIMSS, cognitive domains
Highlights
IntroductionSchool is an important setting, and school work must be aligned with children’s developmental principles and individual traits in all relevant areas
The experimental factor we introduced into our survey was the cross-curricular integration of mathematics and environmental studies based on experiential learning
Before commencing with the experiment, pupils’ knowledge of mathematics and science, which is expected to be acquired by the end of the 2nd grade, was tested
Summary
School is an important setting, and school work must be aligned with children’s developmental principles and individual traits in all relevant areas. This is the only way to cultivate a personality whose bio-pyschosomatic status is well rounded in the physical, motor, cognitive, emotional and social sphere (Cotič et al, 2004). In the preschool period and beyond, a child experiences the world as a whole, and it is important to provide contents arising from real-life situations and based on experiential learning. In the preschool period and beyond, a child experiences the world as a whole, and it is important to provide contents arising from real-life situations and based on experiential learning. Ross and Mannion (2012) referring to Jardine et al (2008) indicate the need for the curriculum to be cross-curricular (integrated), include authentic activities rooted in real-life (Jardine et al, 2008), and firmly connecting school life with reallife experience
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