A review of the integration of science and mathematics: Implications for further research

School Science and Mathematics, Feb 2000 by Pang, JeongSuk, Good, Ron

Building on the earlier analysis by Berlin (1991), this paper reviews various studies on integrating mathematics and science in the 1990s and provides some implications for further research. The areas identified for further exploration include comparison of the nature of mathematics and science, epistemological debates in mathematics and in science education, the bases used to emphasize science over mathematics or vice versa, empirical evidence of effectiveness of integration, connections between teacher education programs for integration and teachers' subsequent classroom teaching practices, perceptions of integration on the part of teacher educators, contextual difficulties in implementing integrated approaches and possible solutions, and rationales of integrating mathematics and science through technology. In order to help all students become scientifically literate, which most reform documents call for, more focused attention on integration of curriculum and instruction is necessary.

Various attempts have been made to integrate mathematics and science curricula throughout this century, including reflection on the meaning of integration (e.g., Berlin, 1994; see also Lederman & Niess, 1998a; Oakley, 1974), articulation of arguments for integration (e.g., American Association for the Advancement of Science [AAAS], 1989; Beane, 1995), development of integrated curricula and supportive instructional materials (e.g., Jacobs, 1989; see White, 1986, for a description of related projects), revision of teacher education programs toward integrated instruction (e.g., Haigh & Rehfeld, 1995; Stuessy, 1995), and implementation of integrated programs (e.g., Westbrook, 1998; see Berlin, 1991, for a comprehensive bibliography with regard to integrating science and mathematics).

Reviewing the literature on the integration of science and mathematics published until about 1990, Berlin (1989, 1990, 1991) reported research trends on integration:

1. There was a profound lack of research documents.

2. Most of the studies were science instructional activities with mathematics-related concepts, noticeably at elementary and middle school levels.

3. Curriculum and instructional integration of science and mathematics education often developed on the basis of topics rather than considered intent.

4. Attempts were lacking to evaluate the effect of integrated mathematics and science education, with the exception of some researchers who examined the effect of integration on achievement or attitude in science or mathematics, but not both.

Based on her review of literature, Berlin (1991) suggested,

Some areas for exploration include: the development of a hierarchical arrangement or continuum for the definitions of integration, the development of a theoretical and research-based rationale for integrated teaching and learning of science and mathematics, the specification of guidelines for infusion of integrated teaching and learning of science and mathematics into school practice, and the identification of high priority research questions related to integrated teaching and learning of science and mathematics. (p. 5)

Building on this earlier analysis, this paper reviews research trends on integration of science and mathematics teaching and learning in the 1990s and provides implications for further research in these areas. This paper incorporates the previous analysis by Berlin in the main body, as well as in the section of conclusions and implications. Since School Science and Mathematics (SSM) has served as a principal source for issues of integrated approaches in mathematics and science, this paper reviews, but is not limited to, many articles published in the journal. This paper is not intended to be exhaustive in making a list of the studies on integration of science and mathematics. Rather, it is hoped that it will serve as a medium by which researchers reflect on the recent studies on integration in line with asubstantial literature base. Note that the term integration is used as an overarching term under which any previous research connecting mathematics and science can be discussed. Since several terms have been used to refer to integration without articulation of meaning in the literature (Berlin, 1991; Lederman & Niess, 1997), a rather broad sense of meaning for integration is adopted in order not to exclude such literature.

Clarifying the Meaning of Integration

Though calling for integrated mathematics and science curricula has a long history (House, 1990; Vars, 1991), the nature of the integration in many related studies has been perceived as unclear. Different perspectives on the meaning of integration were apparent at the Wingspread Conference in 1991 (Berlin, 1994; Berlin & White, 1992). The various perspectives have required "dialogue" in the scientific community (Davison, Miller, & Metheny, 1995; Underhill, 1995) and recently led to focused discussion through a special issue of SSM on integration (Lederman & Niess, 1998b).

In their editorial in this special issue, Lederman and Niess illustrated the integration of mathematics and science as "5 apples 4 oranges," emphasizing strongly that "future attempts to elaborate and clarify the meaning of an 'integrated' curriculum should abandon attempts to dissolve disciplines and create incongruous hybrids." (p. 284). Lederman and Niess supported this claim by pointing out a fundamental difference between the two disciplines: Whereas science seeks consistency with the natural/external world through empirical evidence, mathematics seeks consistency within its internal system through logical deduction. This basic but important methodological difference calls for sophisticated understanding and explicit discussion of the nature of mathematics and science.