An Analysis on the Students` Achievement in the `Speed of Objects` Chapter based on the Integrated Science and Mathematics Classes for Elementary School Students

- Journal title : Journal of Korean Elementary Science Education
- Volume 34, Issue 4, 2015, pp.372-381
- Publisher : The Korean Society of Elementary Science Education
- DOI : 10.15267/keses.2015.34.4.372

Title & Authors

An Analysis on the Students` Achievement in the `Speed of Objects` Chapter based on the Integrated Science and Mathematics Classes for Elementary School Students

Jung, Hana; Jhun, Youngseok;

Jung, Hana; Jhun, Youngseok;

Abstract

Mathematics and science are very closely related. Among the science areas, physic is strongly linked with mathematics. As the related mathematics skills were alloted later than the science contents in the national curriculum, students often suffer from science classes. Accordingly, an opinion have been claimed to teach the related mathematics skills prior to the science classes. However, it would be hard to arrange all science and mathematics contents in order. Instead of that, in this research, we taught students mathematics contents that are crucial for learning speed through science classes. We called that teaching strategy an integrated science and mathematics class. Then, we examined students` achievement in science as well as skills of mathematics to know the effectiveness of the strategy. We found that the average mathematics score of the whole class went up meaningfully. We also found that their science achievement was above than basic level. Moreover, the homeroom teacher of the students observed 3 aspects which showed the students were better than previous students. Finally, we divided the students into 4 groups by their science and mathematics achievement score and interviewed each group. As a result, we knew that interesting and confidence in science and mathematics quite exerted influence on their achievement.

Keywords

integrated science and mathematics class;speed of object;analysis on achievement;

Language

Korean

References

1.

Berlin, D. F. & White. A. L. (1994). The Berlin-White integrated science and mathematics model. School Science and Mathematics, 94, 2-4.

2.

ESTD (Education Science Technology Department) (2011). A guide for teaching and learning of elementary science text book 5-2 [초등학교 과학 5-2 교사용 지도서]. Seoul: Kumseongchulpansa.

3.

Freudenthal, H. (1973). Mathematics as an educational task. Netherlands: Springer.

4.

Gardner, H. (2006). Multiple intelligences: New Horizons in theory and practice. NY: Basic Books.

5.

You, K. (2007). Howard Gardner Multiple intelligences. Seoul: Woojinjisikhouse.

6.

Hong, Y. (2009). Designing the integrated mathematics and science program and its effectiveness. Journal of Curriculum Integration, 3(2), 42-66.

7.

Jung, H. & Jhun, Y. (2014). Analysis on the degree of difficulty in teaching and learning the 'Seed of Objects' chapter. Journal of Korean Elementary Science Education, 33(1), 172-180.

8.

Jung, H. (2012). An analysis on the teaching and learning difficulties in elementary school science class on the chapter titled 'Speed of Objects'. Master thesis of Graduate School of Education in Seoul National University of Education.

9.

Kim, H. & Lee, B. (2006). Why secondary students perceive that physics is uninteresting and difficult? [학생 들이 물리를 재미없고 어렵다고 생각하는 이유에 대 한 분석]. New Physics: Sae Mulli, 52(6), 521-529.

10.

Kim, S. (2009). (A) Study on the relationship between mathematics and science curriculums in middle school. Master thesis of Graduate School of Education in Chonnam National University.

11.

Lee, H., Rim, H. & Moon, J. (2010). A study on the design and implementation of mathematics and science integrated instruction. The Mathematical Education, 49(2), 175-198.

12.

Lee, K. (2014). Analysis in the learning process of science in accordance with the math achievement of students - Focused on the section 'Velocity of the Object' of elementary school science curriculum. Master thesis of Graduate School of Education in Seoul National University of Education.

13.

Lim, J. & Lee, B. (2013). Analysis of students' difficulty factors in solving physics problems. New Physics: Sae Mulli, 63(9), 963-974.

14.

Park, J. & Oh, Y. (2013). A trend analysis on mathematics underachievers in the elementary school. Journal of Elementary Mathematics Education in Korea, 17(2), 265-283.

15.

Park, J. & Jhun, Y. (2014). An analysis of difficulties of teachers and students in class on weight. Journal of the Korean Association for Science Education, 34(3), 295-301.

16.

Park, J. & Koh, S. (2011). Teaching & learning of function based on the class structure model for integrated education of mathematics & chemistry. Communications of Mathematical Education, 25(3), 497-524.

17.

Shin, E. (2005). A case study on teaching and learning of the linear function in constant velocity movement: Focus on integrated curriculum of mathematics and science. The Journal of Educational Research in Mathematics, 15(4), 419-444.

18.

Suh, B., Kim, H., Kim, J., Kim, J., Kim, H. & Chae, J. (2008). The analysis of the tendency that the understanding of mathematics affects the learning of science and the research on the connection between the two objects. Journal of the Korean School Mathematics Society, 11(4), 677-694.

19.

Yeom, G. (2007). Teaching method for the linear function through a integrated curriculum of mathematics and science in middle school [중학교 수학/과학 통합 교육 을통한중학교일차함수개념지도방안]. Master Thesis of Graduate School of Education in Ewha Womans University.

20.

Yong, E. (2010). Connections between mathematics and science in the high school curriculum-Based on the 2007 revised curriculum. Master thesis of Graduate School of Education in Chonnam National University.

21.

Ziman, J. (1991). Reliable knowledge: An exploration of the grounds for belief in science. Cambridge: Cambridge University Press.