Bridging the Boundaries of Compartmentalised Knowledge: Student learning in an integrated environment

Abstract

The integration of content from the science, mathematics and technology learning areas is well grounded in the philosophy of middle schooling. However, there is a notable absence of recent empirical research to show if and/or how students learn science and mathematics concepts in integrated settings. This paper presents a case study of a Year 9 class that participated in a technology project constructing a solar boat involving science and mathematics components on electric circuits, statistical analysis, critical pathways and the reading of sun charts. The case study focuses on three pairs of students in the class and the results consists of three learning episodes that made up part of the students’ learning experience. The discussion explores the nature of the students’ learning and concludes that learning was enhanced as a result of the students’ involvement in the solar boat project.

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