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  • Using Lego to integrate Mathematics and Science in an Outcomes Based Syllabus

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    Author(s)
    Norton, Stephen
    Griffith University Author(s)
    Norton, Stephen J.
    Year published
    2004
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    Abstract
    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 ...
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    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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    Conference Title
    AARE 2004: Doing the public good: Positioning Education Research
    Publisher URI
    https://www.aare.edu.au/publications/aare-conference-papers/show/4402/using-lego-to-integrate-mathematics-and-science-in-an-outcomes-based-syllabus
    Copyright Statement
    © The Author(s) YEAR. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this conference please refer to the conference’s website or contact the author(s).
    Publication URI
    http://hdl.handle.net/10072/32518
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    • Conference outputs

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