Integrating Science and Mathematics Instruction in a Middle School STEM Course: The Impact on Attitudes, Career Aspirations and Academic Achievement in Science and Mathematics
by Kutch, Michelle, Ed.D., WILMINGTON UNIVERSITY (DELAWARE), 2011, 196 pages; 3456933

Abstract:

The purpose of this study was to determine if an integrated mathematics and science instructional approach in which students apply their knowledge to solve engineering problems, is effective in increasing students’ science and mathematics, knowledge, skills and their desire or willingness to take rigorous courses.

During the 2009-2010 school year this research studied an integrated science and mathematics curriculum within pre-engineering engineering instruction in 7th and 8th grade to determine its effectiveness in helping students use the elements of reasoning to solve the problems in their everyday lives related to science, mathematics, and engineering.

Attitudinal surveys were given to determine how the interest levels in Science, technology, engineering and math (STEM) careers and attitudes towards science, mathematics and engineering changed from the beginning of the year as compared to the end of the year. In addition, pre and post tests district content assessments were given to measure changes in students’ understanding of mathematics and science concepts. Lastly, several treatment students were interviewed for qualitative data concerning similar areas from the surveys.

The results from this research study propose several recommendations for schools implementing a STEM course or programming. These outline areas of need in the areas of student attitudes and beliefs and the desire of students to enroll in rigorous coursework.

 
AdviserLynne L. Svenning
SchoolWILMINGTON UNIVERSITY (DELAWARE)
SourceDAI/A 72-08, p. , Jul 2011
Source TypeDissertation
SubjectsMiddle school education; Science education; Curriculum development
Publication Number3456933
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