Abstract
The purpose of this study was to give students a complete understanding of the derivative concept and at the same time help them to realize the critical applications of derivatives in many problems of physics, from which students see the close connection of mathematics and physics. Because this was a case study, the sample included only 30 grade 11 students in Ho Chi Minh City in Vietnam. The instrument included physics problems designed to show students the derivative development associated with some situations in physics. Reliable data were obtained, including students' worksheets, teacher conversations, and they were analyzed qualitatively to clarify students' understanding of derivative concepts and problem-solving abilities. It was reported that once the two-increase ratio boundary defined the derivative, the students involved in experiments realized the general significance of the derivative in calculating the instantaneous quantity change rate. This interdisciplinary approach also promoted the use of derivatives in many different contexts of science and practice, particularly in mathematics and physics.
Highlights
Interdisciplinary teaching is to identify knowledge contents that have similarities to two or more subjects to teach to avoid students having to repeat the same knowledge content in many different subjects
The teacher asked the groups to reselect the time ∆t so that the average rate of temperature increased over the two segments [t0;t0 + ∆t] and [t0 ';t0 '+ ∆t] and reflected the correct image correlated with the instantaneous growth rate at times t0 '
The teacher clearly stated that the game rules were accepted only when the groups gave a decimal value of the average growth rate corresponding to the chosen interval ∆t
Summary
Interdisciplinary teaching is to identify knowledge contents that have similarities to two or more subjects to teach to avoid students having to repeat the same knowledge content in many different subjects. The content with more objective practicality helps the lesson become lively, attractive to them, not dull, but motivates them to create and think according to their thinking styles. The knowledge that they apply immediately can solve real-world problems with little rote learning. The integrated content saves students time to learn other knowledge because they do not have to repeat the same content repeatedly in different subjects. Teachers understand interdisciplinary knowledge in their subject teaching, so it is easy to synthesize and reduce knowledge into main ideas that are easy to visualize and do not overlap. Teachers of relevant subjects will have more favorable conditions and be more proactive in coordinating and supporting each
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