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An investigation into the integration of mathematics and science at junior cycle in Irish mathematics and science at junior cycle in Irish post primary schools

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dc.contributor.advisor O'Donoghue, John
dc.contributor.advisor McClelland, George
dc.contributor.author Treacy, Páraic
dc.date.accessioned 2013-02-01T12:49:23Z
dc.date.available 2013-02-01T12:49:23Z
dc.date.issued 2012
dc.identifier.uri http://hdl.handle.net/10344/2855
dc.description peer-reviewed en_US
dc.description.abstract Within the mathematics education community there have been calls for a greater range of assessment practices as well as a more holistic approach to learning as research has shown that the current approach to instruction that has generally been adopted is producing students who struggle to solve problems and display large gaps in their Mathematical knowledge and understanding. One of the main necessities, according to research, is the need for mathematics to be placed in context and, thus, linked with other subjects. As such, a range of international education groups (NCTM, NRC, SSMA, Curriculum Corporation) have lent their support to the drive to integrate mathematics with other subject areas, especially science, within second level education. Attempts at integrating mathematics and science have been made but no definitive, widely adopted teaching model has been developed to date. Research suggests that hands-on, practical, pupil-centred, authentic activities should form a central element when designing an effective model for the integration of mathematics and science. The ‘Authentic Instruction’ model, developed by Fred Newmann and his associates in the early 1990’s, provides the basis for a model for the integration of mathematics and science as it is integrative in its very nature, and there is considerable empirical evidence backing up its merits. The author has taken the key elements of ‘Authentic Instruction’ and modified them to produce a new model entitled ‘Authentic Integration’ which caters for the specific needs of integration of mathematics and science. This model requires that each lesson be based around a rich task which relates to the real world and ensures that hands-on group work, inquiry and discussion are central to the lesson. This teaching model was tested through an intervention which was carried out in four Irish post-primary schools. Six lessons which integrated mathematics and science were created for 2nd year pupils using the Authentic Integration model, three of these lessons were implemented in each school. Analysis of the intervention was completed using teacher interviews, assessment of pupil work, pupil focus groups, and teacher questionnaires. It was found that the approach employed positively affected pupil understanding; integration of mathematics and science can be incorporated into regular tuition in Irish post primary schools; and the teachers that completed the intervention displayed a very positive attitude towards the approach, intimating that they would continue to implement the practice in their classrooms. Furthermore, testing of this model led to the creation of explicit design principles for the integration of mathematics and science which will guide mathematics and science teachers in the development of their own lessons to integrate the subjects. en_US
dc.language.iso eng en_US
dc.publisher University of Limerick en_US
dc.subject mathematics en_US
dc.subject second level education en_US
dc.subject teaching en_US
dc.title An investigation into the integration of mathematics and science at junior cycle in Irish mathematics and science at junior cycle in Irish post primary schools en_US
dc.type info:eu-repo/semantics/doctoralThesis en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.type.supercollection ul_theses_dissertations en_US
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US


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