Conformity between the Instruction Programs: Science-Technology and Mathematics

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• 作者：Feride Ozyildirim^a ; Sevilay Atmaca^b ; ^{atmaca@hacettepe.edu.tr} ; Ozge Aydin^c ; Fitnat Kaptan^d
• 关键词：Science and Technolgy Instruction Program ; Mathematic Instruction Program ; Interdisciplinary Connections ; Integration
• 刊名：Procedia - Social and Behavioral Sciences
• 出版年：2012
• 出版时间：2012
• 年：2012
• 卷：46
• 期：Complete
• 页码：2140-2147
• 全文大小：1187 K

文摘

In recent decades, in order to achieve learning based on understanding, the importance of interdisciplinary teaching and multi-dimensional approach towards the problem solving has been emphasized, along with the integration of disciplines. The most suitable programs for such multi interdisciplinary approaches are Science-Technology Instruction Programs (STIP) (Ministry of National Education [MNE], 2006) and Mathematics Instruction Program (MIP) (MNE, 2008) due to the magnitude of available application areas and similarities in the approaches used towards problem solving in these disciplines (National Research Council [NRC], 1996). Thus our research is based on the exploration to the question:¡¯How does STIP relate middle school content to MIP in order to establish interdisciplinary connections¡¯. Descriptive situation analysis is used and all data is obtained through¡¯document analysis method¡¯ and¡¯interviews¡¯. The STIP is the central focus in our analysis. In the STIP, all learning material is categorized under four themes (MNE, 2006): Livings and Life, Physical Acts, Substance and Change, Earth and Cosmos all of which are analyzed in this research. In this study, the details of¡¯Rudiments Related to Unit Organization-Explanations¡¯ in STIP and the dimension of¡¯Association with Other Disciplines¡¯ in MIP are taken into consideration (MNE, 2006; MNE, 2008). This research shows that while connections from SCIP to MIP were done directly and effectively for the 6th grade level, such a direct connection was not exist for the 7th and the 8th grade levels. However the analyses of programs indicate that the 6th grade level instruction program is supported with in-direct connection by the example activities, only in-direct connections are exist in both 7th and 8th grade levels¡¯ instruction programs. Based on the findings of this study, suggestions are made both to the authors of the textbooks and the developers of the curriculum, to make these connections more explicitly and more effectively. Moreover, some suggestions can be also made to teachers who are the applicators of the programs according to our findings.