using visualization to make connections between math and science in high school classrooms
Post on 08-Jan-2016
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Using Visualization to Make Connections Between Math and Science in High School Classrooms
Delwyn L. Harnisch, University of Nebraska, Lincoln
District 86 Township High School District:Jim R. Polzin, John Brunsting, Susan Camasta, Heddi Pfister, Bob Mueller, Kris Frees, Kathleen Gabric
Ronald J. Shope, Grace University, Omaha
Before it’s too late
Make science powerful and fascinating not superficial
In math, answer the “How” and “Why should I care” questions
Make connections between math and science Problem-based learning Visualization
Technology Supported Instruction
Scaffolds forProblem Solving
Visualization andAnalysis Tools
Real World Context
Connections toOutside Experts
Collaboration Between students,Teachers andOutside experts
Real-World Context
Use of Simulations Students look for “situation specific”
answers
Connections to Outside Experts
Internet Email Chat Access to wide variety of documents
We got to experience first hand the amazing technology that has come about. It is cool to be able to publish something I wrote on the Internet for anyone who wants to see. And I think the world is headed in that direction anyway, turning in things via the Internet and e-mailing them to the teacher to grade. It is nice to be among the first students across the country doing this kind of stuff.
-Math/Science Student
Visualization and Analysis Tools
Teachers can “visualize” concepts
Use of visualization technology 3-D imaging Graphing calculators Concept mapping Computers and
probes
Scaffolds for Problem Solving
Ask: find problems Investigate: multiple sources/media Create: collaborate; diverse views Reflect: learn how to learn
Collaboration: Inquiry Units
Problem-solving experiences Teachers, students and experts work
together Shared experiences created Innovative approaches explored Collaborative environment Learning community established
Math/Science Visualization Project
Two math/science classrooms Two math/science student cohorts Two math/science teaching teams Problem-based learning specialist Support of district and school
administrators
Math/Science Learning Community
ScienceTeacher
MathTeacher
Students in Science Class
Students in Math Class
Shared Learning/Experience
Math and Science Data Connection
Watching the Video to Measure the Angle
Throwing the ball Measuring the Throw
Recording the Data
Posting the Data
Math/Science Data Connection
We created connections from Algebra 2 to chemistry in different ways. For example, when we were learning about log in Algebra 2, at the same time we were learning to determine the pH of different substances. We used "log" in the equation.
-Math/Science Student
Help the students to see what you see. You understand the subject because you can "see it." You have mental models and pictures.
Math/Science Teacher
Math/Science Language Connection
One of the biggest advantages is just to how even simple terminology makes a huge difference in why they sometimes don't understand this. So for me to hear how the Math is presented somewhere else, I can now start to understand why they don't always make the connection because where're not always talking the same language and language is a huge, huge thing. I mean I could give a worksheet that another teacher wrote and it's just different because they are so accustomed to hearing this a certain way.
-Math/Science Teacher
Completely integrating a Math and Science course may not be feasible, but speaking a common language in all Math and Science classes would be very powerful.
-Administrator
Math/Science Life Connection
A teacher that uses technology teaches differently because they don't necessarily teach in the traditional teaching manner. They seem to bring more of the outside world into the school.
-Math/Science Student
Findings
Access to technology essential Concepts easy to access for all
students Provides support for collaborative
learning Enhances professional growth for
teachers
Challenges for teachers
Restructuring the curriculum Experimenting with new methods Tolerating more classroom “noise” Working through technology
problems
An achievable goal would be for each science course to include at least one unit that explicitly deals with connections to one of the other science disciplines. Yet developing such units would be challenging for teachers who have not experienced that sort of instruction themselves, either as students or teachers.
-Math/Science Teacher
Challenges for Students
There may not be a “right” answer The teacher may not have all the
answersIt required me to think in new ways and to work on my own without a lot of help from a teacher. This made it different from any other project I have ever done. You made you decision based on your information, data observations, and personal knowledge on the subject; which means there is no "wrong" answer as long as you have information to support your idea. Because you did it mostly on your own, it was satisfying and rewarding to see how much progress you were making and how much knowledge you were acquiring on your own.
-Math/Science Student
Using Visualization to Make Connections Between Math and Science in High School Classrooms
Presentation URL: www.mste.uiuc.edu/courses/pt3fa00/harnisch/SITE2002/SITEvisualization.ppt
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