Integrating inquiry and mathematical modeling when teaching a common topic in lower secondary school
An iSTEM approach
Bibliographic Data
| ID | 22166703 |
|---|---|
| Authors | Kevin Manunure (0000-0003-2020-5524, Hong Kong Baptist University, corresponding author), Allen Leung (0000-0002-7995-0951, Hong Kong Baptist University) |
| Year | 2024 |
| Volume | 9 |
| Publication date | 2024-05-02 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2024.1376951 |
| OpenAlex | W4396590127 |
| Language | EN |
| Citations received | 2 |
| References cited | 103 |
The world has been increasingly shaped by Science, Technology, Engineering and Mathematics (STEM). This has resulted in educational systems across the globe implementing STEM education. To reap maximum benefits, researchers are now advocating for the integration of STEM domains. In recent studies, the integration of science and mathematics has become increasingly popular. The domains are much more suitable for integration because of their fields of application and their mutual approach toward problem-solving. However, there is little empirical evidence to drive the development of a practical model for classroom implementation. This study aims to cover that gap through integrating mathematics and science concepts when teaching a common topic to two classes of Form 1 (13–14 years) students. A mathematics and a science teacher went through two cycles of lesson study, integrating and teaching the concept of density. Results show a strong synergy between the BSCS 5E instructional model of inquiry and mathematical modeling; hence the methodological approaches can be used to integrate common topics like density. Further, teacher collaboration, teacher immersion in the iSTEM practices, teacher’s knowledge, and skills of the other subject and an in-depth understanding of a problem and its contextualization, are variables that can be capitalized on to enhance the teacher’s capacity to implement innovative and integrated STEM programs effectively
Management science · Mathematics education · Computer Science · Engineering · Innovative Teaching and Learning Methods · Mathematics Education and Programs · Mathematics Education and Teaching Techniques · Psychology
Handbook of Technology Education
A conceptual framework for integrated STEM education
Beyond the basics
STEM education K-12
Teachers’ perception of STEM integration and education
Integrated STEM Education
A conceptual framework for integrating mathematics and science in the secondary classroom
What’s mathematics doing here? The role of mathematics in German Physics Olympiad tasks
Integrated STEM Approaches and Associated Outcomes of K-12 Student Learning
Measuring and Activating iSTEM Key Principles among Student Teachers in STEM
Effects of Students’ Effort Scores in a Structured Inquiry Unit on Long-Term Recall Abilities of Content Knowledge
Bridging the digital divide
Telephone Versus Face-to-Face Interviews
Boundary Crossing and Boundary Objects
Situated Cognition and the Culture of Learning
Do as We Say and as We Do
Enregistering internet language
Comparing Telephone and Face-to-Face Qualitative Interviewing
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |