Using Lego to integrate mathematics and science in an outcomes based syllabus
Norton, Stephen J. (2004) Using Lego to integrate mathematics and science in an outcomes based syllabus. In AARE Annual Conference, 28th November - 2nd December, Melbourne, Australia.
Integrated learning has been put forward by curriculum documents as a means to add meaning and context to mathematics and science learning. However, few models of practice exist to guide teachers' in implementing this process. This paper examines an educational researcher's and a practicing teacher's challenge to use student construction of Lego artefacts as a tool for the learning of mathematics and science concepts through technology practice. It was found that the activities afforded opportunities for students to demonstrate numerous outcomes, that explicit scaffolding was needed by some students and that some students achieved at outcome levels beyond those expected of their Year. The findings have implications for the use of activity in the teaching of mathematics and science where syllabus documents demand specific outcomes.
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|Item Type:||Conference Paper|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Primary Education (excl. Maori) (130105)|
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Science Technology and Engineering Curriculum and Pedagogy (130212)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Mathematics and Numeracy Curriculum and Pedagogy (130208)
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2004 (please consult author)|
|Deposited On:||07 Apr 2005|
|Last Modified:||09 Jun 2010 22:24|
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