How can curriculum integration of school science with the related disciplines of technology, engineering and mathematics (STEM) enhance students' skills and their ability to link what they learn in school with the world outside the classroom? Featuring actual case studies of teachers' attempts to integrate their curriculum, their reasons for doing so, how they did it, and their reflections on the outcomes, this book encourages science educators to consider the purposes and potential outcomes of this approach and raises important questions about the place of science in the school curriculum. It takes an honest approach to real issues that arise in curriculum integration in a range of education contexts at the elementary and middle school levels. The clear documentation and critical analysis of the contribution of science in curriculum integrationaits implementation and its strengths and weaknessesawill assist teachers, science educators, and researchers to understand how this approach can work to engage students and improve their learning, as well as how it does not happen easily, and how various factors can facilitate or hinder successful integration.that would fly the greatest distance, and students were able to add attachments, such as fins, to assist flight. ... Students were able to make their own rockets, but they also had to form small collaborative groups of two or three because they needed to help ... Each student held his or her rocket on the launch pad while a partner injected the bottle with compressed air through a hole in the bottlea#39;s screw cap.
|Title||:||Integrating Science, Technology, Engineering, and Mathematics|
|Author||:||Leonie Rennie, Grady Venville, John Wallace|
|Publisher||:||Routledge - 2012|