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 Real World Context Collaboration Between students, Teachers and Outside experts Scaffolds for Problem Solving Connections to Outside Experts Visualization and Analysis Tools

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 Teacher Students in Math Class Visualization and PBL Math Teacher Students in Science Class Shared Learning/ Experience

Math and Science Data Connection Throwing the ball Measuring the Throw Watching the Video to Measure the Angle Baseball Toss Project 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 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 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

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 answers It 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