Interdisciplinary Science

and Mathematics
Training and Confidence

Tessa Bowdish
Med Learning and Technology
TOPIC OF RESEARCH:
Pre-conceptions and effectiveness of cross-cutting
concepts in education was the topic of the research
conducted.
PROBLEM:
Teachers are not incorporating interdisciplinary
teaching methods in their classroom for math and
science. Science and mathematics are related in real
careers. Schools are not teaching these subjects
together so students can connect them together using
real-world examples.
The purpose of this study was to examine
the impact of professional development on
confidence integrating science into
mathematics using interdisciplinary
teaching methods for elementary teachers.

The research aimed to gather data to answer

how the addition of interdisciplinary science
and math professional development impacts
teacher’s interdisciplinary teaching
confidence.

Purpose Statement
INSTRUCTIONAL UNIT
An online training course was created to train teachers on how
to integrate science content into mathematics instruction.

Objective:
Given resources provided in the instructional unit, teachers will
adapt lessons to integrate science into everyday math
instruction to strengthen engagement, motivation, and student
retention rates
 The Course Scienceintomath.weebly.co
m

• This unit is a 15-day unit for currently practicing elementary school teachers on
integrating science into mathematics instruction.
• The course is composed of seven lessons based on cognitivist and constructivist
learning theory.
• The lessons mostly adhere to a basic template for instructional sequencing:
• A pre-instructional activity is given to peak interest in the subject and provoke
thought. Then the content will be presented, after which the participants will
be given time for learning activities that will allow for feedback and informal
assessment. After collaboration with their peers and some guidance, the
students will perform the formal assessment for the lesson.
 Data Collection
Before -Training Survey: After -Training Survey:
Qualitative & Quantitative Exit Interview:
Qualitative & Quantitative
Qualitative

Pictures only an example of the beginning of surveys

Data Analysis
Procedure:

Quantitative Data:
The before and after training surveys had the same Likert scale
questions that provided quantitative data to compare using
descriptive statistics.

Qualitative Data:
Thematic analysis using codes of uncertainty, confidence,
feelings, cause and effect, and other thoughts was conducted for
the short answer responses in both surveys and the exit interview.
Quantitative:
• Increase in scores after training had been completed by the
participants.
• The average scores increased by a range of 0.1 to 1.1 between
the before training survey and the after training survey.
• The participant’s confidence in teaching math and aligning CCSS
standards to NGSS standards easily increased the most
• The belief that teaching subjects together is important to student
learning increased the least.
Qualitative:
• The participants felt that integrating subjects together is important for
their students
• Their confidence increased after training
• The training was a good reminder of why the participants strive to use
interdisciplinary teaching methods in their classrooms.
• Participants have challenges not related to confidence to handle, such
as time and differentiation needs.

Results Discussion
Results: Quantitative
Average Survey Score
5.00

4.00

3.00
Score

BEFORE
2.00 AFTER

1.00

0.00
1 2 3 4 5 6 7 8
Likert Scale Question
 Themes
Codes Before Training Survey After Training Survey Exit Interview
Uncertainty Lack of training Lack of uncertainty Support from administration
Low confidence Obstacles: Time
Lack of time Low Students Resources and Budget
Low students Time Planning

Confidence Low to medium confidence levels Increased confidence levels Training increased confidence
Hesitant Reminder/ Importance Training Reminded them of
importance

Feelings Important Important Important to implement, but has

Positive Attitude Videos Enhanced Learning a few challenges
Some hesitant
Cause and Training increases confidence Importance Good Reminder
Effect Education/ background Good Resource Increased Confidence
Relationships knowledge of educator is Validation Keeps participants accountable
important for quality teaching Helped build relationship Videos enhanced learning
Experience increases confidence with students
Other Notes NA NA Things that could help:
Support
Training
Modeling/ Mentors
Resources
Collaboration

Results: Qualitative
Conclusions Drawn
• Training increased confidence in
using interdisciplinary methods to
teach science and math
• Most teachers have a positive
attitude towards interdisciplinary
teaching methods, and believes it is
important for student learning.
• Training serves as a reminder of
importance and technique for
teachers, even if they have prior
experience in the subject being
taught.
• External Obstacles such a lack of
time and administration support are
influencing teachers ability to
implement these practices
 Research Reflection
Strength
• Triangulation of data
• Multiple Data types used
• Quantitative and Qualitative
Data
• More holistic picture of the
results to research question
• Minimal researcher influence or
contact with the participants
• Decreased risk of researcher
bias
Weakness
• The small sample makes this study
have a narrow focus.
• Not easily generalized to a larger
population.
• The lack of a control group makes
this experiment quasi-experimental
in nature.
• Extraneous variables are not
fully controlled
Application
How I will use the knowledge gained in my career and future:

1. Action Research can be used in my classroom to improve best

teaching practices
2. The ADDIE process will be used to develop meaningful learning
experiences and lessons as an instructional designer or teacher
3. New knowledge will make be a better consumer of research
4. Web design will help me integrate technology into education
5. The new knowledge gained will help me evaluate effectiveness of
educational technology based on the needs of learners

This degree has inspired me to follow my passion for educational

technology integration into learning. This experience has been rewarding
and the knowledge gained is priceless.