How ninth graders perceive tasks with curricular overlap: The case of mathematics and chemistry

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60076658%3A12410%2F25%3A43911079" target="_blank" >RIV/60076658:12410/25:43911079 - isvavai.cz</a>

Výsledek na webu

<a href="https://journals.helsinki.fi/lumatb/issue/view/203" target="_blank" >https://journals.helsinki.fi/lumatb/issue/view/203</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

How ninth graders perceive tasks with curricular overlap: The case of mathematics and chemistry

Popis výsledku v původním jazyce

This paper presents a qualitative empirical study focusing on the way in which lower-secondary school students without STEM experience perceive tasks with cross-curricular overlap, namely tasks that include both mathematics and chemistry content (ratio and stoichiometry). We prepared a worksheet with six tasks to solve and seven groups of questions to answer and assigned it to 40 ninth-graders from three different schools in a country where STEM education does not have a tradition. The study revealed that the students mostly perceive the subjects of mathematics and chemistry as distinct and tend to perceive problems with chemistry terms in the assignment as purely chemical even if a mathematical content is included in them and mathematical procedures could be used to solve them.

Název v anglickém jazyce

How ninth graders perceive tasks with curricular overlap: The case of mathematics and chemistry

Popis výsledku anglicky

This paper presents a qualitative empirical study focusing on the way in which lower-secondary school students without STEM experience perceive tasks with cross-curricular overlap, namely tasks that include both mathematics and chemistry content (ratio and stoichiometry). We prepared a worksheet with six tasks to solve and seven groups of questions to answer and assigned it to 40 ninth-graders from three different schools in a country where STEM education does not have a tradition. The study revealed that the students mostly perceive the subjects of mathematics and chemistry as distinct and tend to perceive problems with chemistry terms in the assignment as purely chemical even if a mathematical content is included in them and mathematical procedures could be used to solve them.

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

LUMAT-B: International Journal on Math, Science and Technology Education

ISBN

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ISSN

2489-2572

e-ISSN

2489-2572

Počet stran výsledku

10

Strana od-do

17

Název nakladatele

LUMA Centre Finland

Místo vydání

Helsinki

Místo konání akce

Freiburg

Datum konání akce

18. 9. 2024

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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