Comberton Case StudyMark Dawes (Maths)

& Euan Willder (Science)

mdawes@comberton.cambs.sch.ukewillder@comberton.cambs.sch.uk

What we did

Maths – Data Handling Cycle

Science – Investigation Cycle

The aims of the project:To understand what to do in an extended investigationTo make links between science and mathsTo understand the similarities/differences between the writing requirements for sci/mathsTo prepare for the extended (coursework) task the pupils will carry out in Yr 10 in scienceTo gain more familiarity with the data handling cycle in mathematicsTo revise/extend/use scattergraphsTo interpret results and draw conclusions through the lens of science and also of maths

The front page

Writing for purpose and audience

Remember the Year 7 Island project?

You designed your own island and produced lots of lovely writing about it. You were marked on how well you adapted your style to suit the purpose and audience for which you were writing.

Why is it important to change the way you write according to purpose and audience?

Purpose Writing style

Encyclopaedia entry Formal, impersonal (3rd person), factual. Often featuring complex sentences and incorporating data and statistics.

Travel Brochure Persuasive: positive adjectives, hyperbole (exaggeration), alliteration, metaphors, similes, use of 2nd person pronoun (you) and first person plural (we) to involve reader

Instructional Writing Clear and concise, avoiding figurative language. Use of imperative verbs (eg. Whisk, stir, add) and time-based connectives.

Writing in Maths

Writing in Science

What problems/issues might arise?

Possible issues:•Liaison within and between the departments•Choosing a task that works for the maths and science depts•Briefing colleagues – passing on materials, etc•Teachers outside their comfort zones•Practicalities (eg timetabling, pupils absent, music lessons, setting in the two subjects)•More?

Lesson 1 (Maths)

Lesson Lesson contentM Explanation of the project, introduction to the task. Video clip?

Writing for a purpose (using materials from English Dept).S,S Writing for a purpose in science.

Design results table.Collect data.Talk about next steps

M Revise the use and interpretation of scattergraphs and lines of best fit

M Analyse the data collected in the science lessonS,S Some analysis

Science interpretation of the data and evaluation (reliability/accuracy/precision/improvements to technique and equipment)

M Use conclusions from the science writing to help write their maths conclusions. Emphasis on the differences/similarities between the two subjects (using the original cycles)Peer assessment.

First science lesson

Conclusions

Some Thoughts...

• It would be very useful to be able to evaluate the impact of the project on students.

• I took the approach of doing this from a student and teacher perspective as part of my Masters Dissertation

• Did they match? An important question and comparison to make.

Research Questions

1. How do selected Year 9 students evaluate the impact on their learning and engagement of a cross-curricular Mathematics and Science project?

2. How do the teachers of Mathematics and Science evaluate the impact on the learning and engagement of selected Year 9 students of a cross-curricular Mathematics and Science project?

Literature background

Much of the literature agrees that further research in to cross curricular teaching is required, however some already hail the notion, whilst others completely reject it.

What we do understand is that schools have very deep disciplinary roots.

Data Collection Method

• Questionnaires to 1 class of 30 students• A student questionnaire before the project• A student questionnaire after the project• Focus Group Interviews – 3 students partook,

selected with a spread of end of year levels.• A teacher questionnaire – 9 out of 19 teachers

responded

Results

• Student and teacher...

Student Perspective - LearningWhat did you Learn?• The most common result - the knowledge that

a ship will sink faster in salt water than in fresh water

• Some – identified learning how to analyse, evaluate,

conclude and write to a higher level– learnt the similarities and differences between the

two disciplines– graph related skills– nothing or very little new

What will you use again?• Most - graph skills that they used in the

project• A few – the knowledge of ships sinking faster

in fresh water than salt water, whilst others thought they may use things from the project in real life situations.

• Other responses revealed no significant of recurring themes

How are Maths and Science related/different (before and after project)?

• Some students showed more specification as to what the differences and similarities were between Maths and Science after the project but others showed little or no difference.

• Students felt they found the experiment easy to understand and predict what was going to happen

Student Perspective - Engagement

Enjoyment and Interest

• Students enjoyed the Maths and Science cross curricular project less than if the subjects were treated individually

• 83% of students found the project reasonably, not very, or not at all interesting. The remainder found the project quite or very interesting.

From the Interview...

• Two students identified that they liked doing the experiment and drawing graphs but the repetitive nature of the experiment was “boring”.

• All three students say that the project could have been more “relevant” to everyday life and to them

• Students would rather have a project that they can “really find out what is going on” and one that they “want to find the answer” to.

• Students identify doing cross curricular work as a “good” thing but not as the mainstay for their education, only as small projects.

Teacher Perspective - Learning

• Science Teachers relate what students learnt from the project to the scientific “write up” of the experimental results.

• Maths teachers identify that students learnt about how maths and science are linked, with only one teacher saying that students developed skills related to maths

Teacher Perspective - Engagement• Most Science teachers identified the experiment as

engaging and enjoyable, with less student engagement and enjoyment on writing tasks.

• Two teachers identified the repetitive nature of the experiment as less engaging for students

• Some Maths teachers identified that the “novelty” factor of the project engaged students but expressed concerns with a lack of challenge for higher ability students.

• One teacher said students who rarely contribute to class discussion actually did for the project, but those who had not done the experiment were less engaged.

Issues with the Results

• Research was undertaken in a “Science Environment” i.e.

• By a Science teacher• Questionnaires conducted in a science lesson, led by a

science teacher• Interviews conducted in a science classroom by a

science teacher

Points to consider

• Is there a danger of trying to force a cross curricular project, thus making it less impacting than it could be? This is a challenge.

• Cross curricular projects can become heavy with one discipline – issue of suitability

• How can we push the high ability students with such projects?

• The different approach to teaching can be a powerful and engaging tool

Recommendations• More time invested in exploration of an interdisciplinary

theoretical framework – so teachers can discuss and base these discussions from a starting point – aims to improve consistency

• Students should be encourage to explore where they feel they fit in to an interdisciplinary framework to provide unity in developing interdisciplinary understanding, casting aside our deep disciplinary roots

• More emphisis on “the point” of doing interdisciplinary work – perhaps examples of jobs/roles where different disciplines are used

• Calls for identifying students who would benefit most from a cross curricular approach