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