The Integration of Science and Mathematics Education: Exploring the Literature

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SSMILES DepartmentDonna F. Berlin, Editor

The Integration of Science andMathematics Education: Exploring theLiterature

Recent reports (e.g., the National Research Council Committee on Researchin Mathematics, Science, and Technology Education report Mathematics,Science, and Technology Education: A Research Agenda, 1986) haveexpressed grave concern about the quality of science and mathematicseducation. The science and mathematics competencies of American studentsappear to be inferior to those of students in several other countries(Stevenson, 1983) and the achievement scores of American students havesteadily declined in the 1970s and 1980s (National Assessment of EducationProgress, 1983). The instructional integration of appropriate topics fromscience and mathematics may facilitate the improvement of both science andmathematics teaching and learning. The integration of science andmathematics education can provide real world experiences and applicationswhich may encourage student involvement and facilitate the understanding ofboth science and mathematics concepts, skills, and processes.

During the 1970s, several attempts were made to develop curriculumprograms that integrated science and mathematics education (e.g., USMES -Unified Science and Mathematics for the Elementary School; SOCKEMS -South Central Kansas Elementary Math-Science Project; MINNEMAST -Minnesota Mathematics and Science Teaching Project). Two, more recentcurriculum development projects include GEMS (Great Explorations inMathematics and Science) and AIMS (Activities to Integrate Mathematics andScience). The back to basics and accountability trends of the 1980s caused aslowdown in programs of integrated curricula. However, Milson and Ball(1986, p. 493) feel that "The integration of appropriate concepts from scienceand mathematics may be the effective and realistic answer to calls foraccountability and *back to basics.’ Effective, because the learning of conceptswill be enhanced by approaches from different perspectives or points of view.Realistic, because students will encounter an integrated problem-solvingsituation consistent with the demands of present day living." According toCarin and Sund (1985) science and mathematics are integrally involved. "...much elementary school science activity has mathematical implications andmany mathematical problems have scientific ramifications." (p. 268). Inaddition, science and mathematics integrated together in a "practical and

School Science and MathematicsVolume 89 (1) January 1989

74 SSMILES Departmen t

seemingly natural way" has the potential to improve student motivation(Peterson, Bowyer, Butts, & Bybee, 1984).Although there have been numerous curriculum development projects aimed

at the integration of science and mathematics education, there has been verylittle research to evaluate their effectiveness. Kuhlman (1966) and Boeck (1972)report no significant benefits as the result of using the MINNEMASTmaterials. In Shann (1977), students using the USMES materials did not differin achievement from control group students, but tended to express a greaterappreciation for science. The teachers and administrators favored theintegrated approach to the teaching of science and mathematics after usingUSMES. In another study. Friend (1985) examined the attitudes andachievement of middle school students before and after an integrated unit inphysics. After the integrated unit, the students with above average abilityshowed an increase in achievement but not in attitude ratings. On-grade-levelstudents did not demonstrate any differences as the result of the integratedunit.

Related to the integration of science and mathematics, several studies havedemonstrated mathematical benefits as the result of using inquiry-oriented,activity-based science instruction. Stratford and Renner (1976) found that useof the Science Curriculum Improvement Study Program (SCIS) causedsignificant improvement in conservation of length, number, and othermathematical abilities in grade one. Ayers and Mason (1969) found thatkindergarten children using Science-A Progress Approach (SAPA) curriculummaterials did significantly better on the Number Subscale of the MetropolitanReadiness Test. In another study, Mary and Jerry Ayers (1973) found thatusing SAPA significantly helped kindergarten children develop the use of logicin problem solving. Froit (1976) found that certain inquiry-oriented curriculasuch as Introductory Physical Science (IPS), Earth Science Curriculum Study(ESCS), nd Time, Space, and Matter (TSM) resulted in significant gains in theability of students to engage in formalistic reasoning. Formal reasoning isnecessary for adequate performance in algebra and higher mathematics.

There clearly is a need for additional work in the area of integration ofscience and mathematics education. Research aimed at evaluating the effect(achievement and attitude) of science and mathematics integrative materialsand activities needs to be promoted. Development of instructional materialsthat integrate these two areas in a meaningful, relevant, and rational wayneeds to be encouraged. In order to assist researchers and developers focusingupon this area. School Science and Mathematics will publish bibliographies,resource lists, activities (SSMILES-School Science and Mathematics IntegratedLessons), position statements, and theoretical models related to the integrationof science and mathematics education. The following bibliography is aproduct of the work of the SSMA Early Childhood and Middle SchoolScience and Mathematics Integration Task Forces. Future bibliographies willinclude citations for all grade levels, prekindergarten through college. Readersare encouraged to send additional citations and documents that they may have


SSMILES Department 75

to Dr. Donna F. Berlin, The Ohio State University at Newark, UniversityDrive, Newark, Ohio 43055. These materials will be shared in future issues ofthe journal.

References

Ayers, J. B., & Ayers, M. N. (1973, December). Influence of SAPA onkindergarten children’s use of logic in problem solving. School Science andMathematics, 73(8), 768-771.

Ayers, J. B., & Mason, G. E. (1969, February). Differential effects ofScience-A Process Approach upon change in Metropolitan Readiness Testscores among kindergarten children. Reading Teacher, 435-439.

Boeck, C. H. (1972, January). Science and mathematics; Siblings, notstrangers establishing the relationship. School Science and Mathematics,72(1), 35-39.

Carin, A. A., & Sund, R. B. (1985). Teaching science through discovery,Columbus, OH: Charles E. Merrill Publishing Company.

Committee on Research in Mathematics, Science, and Technology Education.(1985). Mathematics, science, and technology education: A research agenda.Washington, D.C.: National Academy Press.

Friend, H. (1985, October). The effect of science and mathematics integrationon selected seventh grade students* attitudes toward and achievement inscience. School Science and Mathematics, 85(6), 453-461.

Froit, F. E. (1976). Curriculum experiences and movement from concrete tooperational thought. In J. W. Renner, et al., Research, teaching, andlearning with the Piagef mode. (pp. 79-89). Norman, OK: University ofOklahoma Press.

Kuhlman, D. E. (1966, October). Correlation of mathematics and scienceteaching. School Science and Mathematics, 66(6), 645-649.

Milson, J. L., & Ball, S. E. (1986, October). Enhancement of learningthrough integrating science and mathematics. School Science andMathematics, 86(6), 489-493.

National Assessment of Educational Progress. (1983). Reading, science, andmathematics trends: A closer look. Denver, CO: Education Commission ofthe States.

Peterson, R., Bowyer, J., Butts, D., & Bybee, R. (1984). Science and society.A sourcebook for elementary and junior high school teachers. Columbus,OH: Charles E. Merrill Publishing Company.

Shann, M. H. (1977). Evaluation of an interdisciplinary problem-solvingcurriculum in elementary science and mathematics. Science Education,61(4), 491-502.

Stevenson, H. W. (1983). Making the grade: School achievement in Japan,Taiwan, and the United States. Report presented to the Board of Trusteesof the Center for Advanced Study in the Behavioral Sciences, Palo Alto,CA.


76 SSMILES Department

Stratford, D. G., & Renner, J. W. (1976). Development of conservationreasoning through experience. In J. W. Renner, et al.. Research, teaching,and learning with the Piaget model (pp. 34-35). Norman, OK: University ofOklahoma Press.

Early Childhood and Middle SchoolScience and Mathematics Integration Task Forces

Bibliography

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Arbetter, C. C., et al. (1978). USMES student study: Effects of USMES onstudent problem-solving abilities and attitudes. Washington, D.C.: NationalScience Foundation. (ERIC Document Reproduction Service No. ED 164356)

Area, M., & Vicentini-Missoni, M. (1981, April-June). A reflection on somemeanings of "interdisciplinarity" and "integration among the sciences."European Journal of Science Education, 5(2), 117-126. (ERIC DocumentReproduction Service No. EJ 247 812)

Ayers, J. B., & Ayers. M. N., (1973, December). Influence of SAPA onkindergarten children’s use of logic in problem solving. School Science andMathematics, Z?(8). 768-771.

Ayers, J. B., & Mason, G. E. (1969, February). Differential effects ofScience- A Process Approach upon change in Metropolitan Readiness Testscores among kindergarten children. Reading Teacher, 435-439.

Bell, L. P. (1974). Elementary career education units for integration in subjectareas at grades kindergarten through six. Project Span. (ERIC DocumentReproduction Service No. ED 107 925)

Berlin, D. F., & Jones, S. (1987, April). The integration of science andmathematics: Early childhood and middle school level. School Science andMathematics, 57(4). 271-273.

Boeck, C. H. (1972, January). Science and mathematics: Siblings, notstrangers establishing the relationship. School Science and Mathematics,72(1), 35-39.

Briers, G. E., et al. (1986). Identification of math and science concepts, skills,and experiences provided in vocational agriculture in Texas. Austin, TX:Texas Education Agency, Department of Occupational Education andTechnology. (ERIC Document Reproduction Service No. ED 281 035)

Brown, W. R., & Wall, C. E. (1976). Career education resource units. Middleschool: Vol. I. Washington, D.C.: Office of Education (DHEW). (ERICDocument Reproduction Service No. ED 142 783)

Brown, W. R., & Wall, C. E. (1976). Career education resource units. Middleschool: Vol. II. Washington, D.C.: Office of Education (DHEW). (ERICDocument Reproduction Service No. ED 142 784)

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Brown, W. R., & Wall, C. E. (1976, November). Looking at the integrationof science and mathematics in the elementary school-1976. School Scienceand Mathematics, 76(1), 551-562.

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Dunlap, J. L., & Alberding, A. P. (1969, March). Interdepartmental teamteaching. A physics-math course. Physics Teacher, 7(3), 163-165.

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The Integration of Science and Mathematics Education: Exploring the Literature