disseminating inquiry-based science and ... - Fibonacci-Project

Tilton & Swithland Suite, John Foster Hall
FIBONACCI CONFERENCE 2012 ∙ FRIDAY 27 TH APRIL: 2.00PM – 3.00PM 69
Teacher collaboration on the integration of science and
mathematics education through an inquiry-based approach
Frankie McKeon, Tina Jarvis and Janet Ainley
University of Leicester
Pairs of teachers from schools with pupils in the 4-13 age range have been collaborating to integrate
science and mathematics teaching as part of a project using an inquiry-based approach which aims to
enhance pupils’ scientific and mathematical practice. Offer and Vasquez-Mireles (2009) report
teachers’ beliefs that integration of mathematics and science teaching might strengthen content
knowledge, promote flexibility in problem-solving and enhance pupil motivation. However teachers’
classroom practice is likely to be influenced by their individual views of the nature of science and
mathematics, teaching and the process of learning in both subjects (Abd-El-Khalick & Lederman,
2000). Beliefs about the role of inquiry-based approaches (Harlen and Allende, 2009) and teachers’
substantive understanding and pedagogical content knowledge in both mathematics and science
may also impact on planning and practice in the classroom. This study addresses the questions
What are teachers’ responses to the Fibonacci project with respect to their understanding,
own practice and teaching?
How have teachers’ collaborations supported the integration of mathematics and science?
A case study methodology has been adopted using: field notes on observations and discussions with
teachers involving review and analysis of informal reports about their work with children and semi-
structured interviews. Teachers’ collaborations are reviewed using types of collegiality and
collaboration including ‘sharing’ and ‘joint work’ proposed by Little (1990). Differing developmental
stages of changing practice as outlined by Jarvis, Pell & Hingley (2011) appear to influence the quality
of collaboration. Factors inhibiting and supporting uptake of the project approach are also explored.
References
Abd-El-Khalick, F., & Lederman, N. G. (2000) Improving science teachers’ conceptions of the nature of science:
A critical review of the literature. International Journal of Science Education. 22, 665–701
Clarke,D, & Hollingsworth, H. (2002) Elaborating a model of teacher professional growth. Teaching and Teacher
Education. 18, 947–967
Harlen W. and Allende J. (2009) Report of the working group on teacher professional development in presecondary
inquiry-based science education (IBSE). Interacademy Panel on International Issues. Downloaded
from www.interacademies.net/CMS/Programmes/3123.aspx
Jarvis, T., Pell, A. and Hingley, P. (2011) Variations in primary teachers’ responses during three major science in-
service programmes. Center for Education Policy Studies Journal, 1, 67-92
Little, J.W. (1990) The persistence of privacy: Autonomy and initiative in teachers’professioanl relations.
Teachers College Record, 91, 509-536
Offer, J. & Vasquez - Mireles, S. (2009) Mix it up: Teachers’ beliefs on mixing mathematics and science. School
Science and Mathematics. 109, 146 – 152
WITH THE SUPPORT OF