Teaching and Learning Science, Mathematics and Technology in Integrated Middle School Contexts

综合中学环境下的科学、数学和技术教学

• 批准号: DP0451818
• 负责人: Prof John Wallace
• 金额: $ 14.62万
• 依托单位: Curtin University
• 依托单位国家: 澳大利亚
• 项目类别: Discovery Projects
• 财政年份: 2004
• 资助国家: 澳大利亚
• 起止时间: 2004-09-01 至 2009-08-31
• 项目状态: 已结题
• 来源: https://dataportal.arc.gov.au/RGS/Web/Grants/DP0451818
• 关键词: Teaching; Learning; Science; Mathematics; Technology

Integration is proposed as a significant curriculum reform strategy for Australian schools at the beginning of the century, particularly for early adolescents. Despite the claimed advantages for integrating school subjects, there is an absence of substantive empirical research to show if and/or how students learn in integrated settings. The proposed study addresses this research gap directly, by examining the teaching context and the characteristics of student learning in integrated science, mathematics and technology classrooms. This project employs detailed and elaborated case studies of six middle school classrooms to develop sophisticated understandings about the connection between integrated pedagogy and student learning and motivation.

澳大利亚在世纪初提出了一项重要的课程改革战略，即综合课程。尽管声称整合学校科目的好处，有没有实质性的实证研究，以显示如果和/或学生如何在综合环境中学习。建议的研究直接解决这一研究空白，通过研究教学环境和学生学习的特点，在综合科学，数学和技术教室。本研究以六所中学的教室为个案，探讨整合教学法与学生学习动机之间的关系。