Case Study: The Performance and Attitude of Secondary Students in an Integrated Math and Science Watershed Academy Curriculum
Faculty Mentor(s)
Dr. Vicki-Lynn Holmes and Professor Carrie Dummer
Document Type
Poster
Event Date
4-11-2014
Abstract
How does a math-and-science-integrated curriculum affect student performance and attitude? In this study we created a math/science integrated curriculum designed to guide high-school students towards critical and higher-level thinking. The premise of the curriculum is local wetlands; students will investigate specific factors such as water quality, flood frequency, stream discharge and macro-invertebrate identification. Each lesson has opportunities for students to work outside the classroom and collect the data they will then be using in the classroom. The significant result of our research provides a starting point for further investigations on cross curriculum and project-based learning being implemented in the classroom.
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