Inquiry-Based Interdisciplinary Learning in Science and Maths: teacher perspectives and pupil outcomes in England

Andy Howes, Graham Hardy

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review

Abstract

This paper explores the value of interdisciplinary enquiry based learning, through a case study of pupils and teachers working with materials designed as part of a European Comenius-funded project. The materials trialled in schools in England in particular pursue a conceptual approach, using key concepts across both maths and science contexts. In this paper we investigate the response of maths and science teachers and pupils to working with materials which focus on flow as such a concept, in the socially-relevant context of flooding within the topic area of heat and temperature, in a group of project schools. Interviews with pupils and teachers, and classroom observations, are used together with an analysis of pupil work, to describe and evaluate the learning processes and outcomes for pupils associated with these materials, and to identify the barriers and reported advantages as perceived by their teachers.
Original languageEnglish
Title of host publicationhost publication
Place of PublicationLyon
PublisherESERA
Publication statusPublished - Sept 2011
EventEuropean Science Education Research Association Conference (ESERA) - Lyon, France
Duration: 1 Jan 1824 → …

Conference

ConferenceEuropean Science Education Research Association Conference (ESERA)
CityLyon, France
Period1/01/24 → …

Keywords

  • interdisciplinary, bridging, concept, enquiry-based learning, EBL, science, mathematics

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