Analysis of Teaching Resources for Implementing an Interdisciplinary Approach in the K-12 Classroom
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Morgan B. Yarker 1 * , Soonhye Park 1
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1 The University of Iowa, USA
* Corresponding Author

Abstract

Articles from the National Science Teacher Association (NSTA) publications were analyzed to investigate resources available for teachers who want to implement interdisciplinary approaches into the science classroom. All articles in each journal from 2004 through 2008 were read an analyzed; approximately 13% of Science & Children (elementary), 21% of Science Scope (middle), and 17% of The Science Teacher (high school) articles met the interdisciplinary approach criteria. Results show that overall, reading, writing, art, and technology are the subjects most commonly integrated into science. Surprisingly, math is rarely discussed across all school levels. Comparing the articles across different school levels, Science Scope articles have the highest number of integrated articles, whereas The Science Teacher had the fewest number of integrated articles.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.12973/eurasia.2012.841a

EURASIA J Math Sci Tech Ed, 2012 - Volume 8 Issue 4, pp. 223-232

Publication date: 12 Jan 2012

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