Abstract
Science curriculum outcomes at the middle school level are typically associated with the decontextualized science found in textbooks and teacher resources. However, the typical middle years classroom with a single teacher is an ideal setting for an integrated approach to learning science in the context of social studies, language arts, art, and other subject areas. In this paper, we describe the first phase of a three-phase integrated curriculum project. The curriculum uses an historical perspective, narratives, and a student-centred approach to create materials that integrate the Grade 5 Science weather cluster with the Grade 5 Social Studies unit on the Canadian fur trade. Risk factors that contribute to inadequate science teaching and learning are identified and several protective factors that contribute to teacher efficacy are advanced.
Résumé
Les résultats des curriculums scientifiques au 1er cycle du secondaire sont normalement liés aux contenus dvcontextualisés qu’on trouve dans le matériel et les ressources pedagogiques disponibles. Toutefois, la classe normale de ce niveau, qui n’a qu’un seul enseignant, constitue un contexte id’al pour une approche intvgrée où I’apprentissage des sciences se fait dans un cadre comprenant également les sciences sociales, le langage, les arts et d’autres matières scolaires. Dans cet article, nous présentons la première phase d’un projet de curriculum intégré à trois étapes. Ce curriculum se fonde sur une perspective historique, sur le récit narratif ainsi que sur une approche centrée sur l’étudiant pour créer du matériel pédagogique qui intègre le programme d’études scientifiques de cinquieme année sur le climat avec le programme d’études sociales de la meme annee sur la traite des fourrures au Canada. Nous analysons certains facteurs de risque susceptibles de nuire à I’enseignement et a I’apprentissage des sciences, de même que plusieurs facteurs qui au contraire favorisent un enseignement efficace.
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Metz, D., Klassen, S. & McMillan, B. Integrating Science Curricula in the Middle School: Utilizing Historical Perspectives. Can J Sci Math Techn 7, 401–416 (2007). https://doi.org/10.1080/14926150709556742
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DOI: https://doi.org/10.1080/14926150709556742