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Conference Paper: The Effect of the Interdisciplinary Agenda on Science Learning

TitleThe Effect of the Interdisciplinary Agenda on Science Learning
Authors
Issue Date2019
PublisherAmerican Educational Research Association.
Citation
2019 Annual Meeting of the American Educational Research Association, Toronto, Canada, 5-9 April 2019 How to Cite?
AbstractThere have been a strong push at the policy level in many countries to promote interdisciplinary integration in the teaching of the STEM subjects. This study explores whether and in what ways the quality of the science teachers’ pedagogical practices change when teaching in an interdisciplinary context. A pilot study has been conducted in five secondary schools in Hong Kong. The eight science and engineering practices in the US NGSS are used as the quality criteria in the analyses of data collected during the lesson design, implementation and reflection phases during the curriculum innovation process. Findings show that the science teachers demonstrate a stronger Science identity in the interdisciplinary context, but no significant changes in the quality of the lessons.
DescriptionPaper Session: 1 - Science Teaching and Learning SIG Paper Session: Problem Solving and Inquiry
Persistent Identifierhttp://hdl.handle.net/10722/275202

 

DC FieldValueLanguage
dc.contributor.authorKo, PO-
dc.contributor.authorShi, SJ-
dc.contributor.authorMak, YK-
dc.contributor.authorLaw, NWY-
dc.date.accessioned2019-09-10T02:37:41Z-
dc.date.available2019-09-10T02:37:41Z-
dc.date.issued2019-
dc.identifier.citation2019 Annual Meeting of the American Educational Research Association, Toronto, Canada, 5-9 April 2019-
dc.identifier.urihttp://hdl.handle.net/10722/275202-
dc.descriptionPaper Session: 1 - Science Teaching and Learning SIG Paper Session: Problem Solving and Inquiry-
dc.description.abstractThere have been a strong push at the policy level in many countries to promote interdisciplinary integration in the teaching of the STEM subjects. This study explores whether and in what ways the quality of the science teachers’ pedagogical practices change when teaching in an interdisciplinary context. A pilot study has been conducted in five secondary schools in Hong Kong. The eight science and engineering practices in the US NGSS are used as the quality criteria in the analyses of data collected during the lesson design, implementation and reflection phases during the curriculum innovation process. Findings show that the science teachers demonstrate a stronger Science identity in the interdisciplinary context, but no significant changes in the quality of the lessons.-
dc.languageeng-
dc.publisherAmerican Educational Research Association. -
dc.relation.ispartofAnnual Meeting of the American Educational Research Association-
dc.rightsThis work may be downloaded only. It may not be copied or used for any purpose other than scholarship. If you wish to make copies or use it for a nonscholarly purpose, please contact AERA directly.-
dc.titleThe Effect of the Interdisciplinary Agenda on Science Learning-
dc.typeConference_Paper-
dc.identifier.emailShi, SJ: jackie28@hku.hk-
dc.identifier.emailMak, YK: ykmak2@hku.hk-
dc.identifier.emailLaw, NWY: nlaw@hku.hk-
dc.identifier.authorityLaw, NWY=rp00919-
dc.identifier.hkuros304424-
dc.publisher.placeToronto, Canada-

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