Multidisciplinary Modelling in a Sixth-Grade Tsunami Investigation

Autor/in	English, Lyn
Titel	Multidisciplinary Modelling in a Sixth-Grade Tsunami Investigation
Quelle	In: International Journal of Science and Mathematics Education, 21 (2023), S.41-65 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-022-10303-4
Schlagwörter	Interdisciplinary Approach; Teaching Methods; Mathematics Instruction; Natural Disasters; Mathematical Models; STEM Education; Geometric Concepts; Trend Analysis; Identification; Elementary School Students; Learning Processes; Science Experiments; Grade 6 + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Natural disaster; Naturkatastrophe; Mathematical model; Mathematisches Modell; STEM; Elementare Geometrie; Trendanalyse; Identifikation; Identifizierung; Learning process; Lernprozess; School year 06; 6. Schuljahr; Schuljahr 06
Abstract	This study investigated sixth-grade students' development of multidisciplinary models involving the integration of mathematics, science, and statistics, together with shared STEM practices. Mathematics and science featured a reciprocal relationship within the real-world context of tsunami inundation. Experimenting with water tubs comprising "landmasses" and "shore slopes" of varying angles, students explored how varying the slope of the shoreline affects the inundation distance. Given that organising and structuring data are essential to the creation of models as systems of representation, students' modelling revealed a basic understanding of key statistical concepts and processes, including variation and covariation, and an ability to identify trends both within and across data sets. Students were able to apply their learning in recommending ways of minimising the impact of a real-world tsunami, demonstrating how such an investigation can facilitate understanding of natural phenomena. The overall findings indicate how elementary-grade students can successfully engage in independent multidisciplinary modelling within integrated STEM investigations and develop important conceptual understandings in the process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01