Abstract
This study focuses on a version of the historically popular approach called
“integrated science and math.” Integrating science and math typically means making
linkages between the two disciplines. Science uses math as a tool or way to teach science
or math uses a science topic or phenomenon as an application of a math concept. The
present study will evaluate a new instructional model of integrated science and math,
Correlated Science and Math (CSM). This model is unique because the concepts in each
discipline are taught with two fundamental goals: (1) acquisition by the learner of conceptual understanding of both science and math, not just as a tool or an example and
(2) use each discipline’s proper language. Therefore, whether the lesson or course is
science or math led, to be considered as using a CSM model both goals must be met. This
study will evaluate certain components of the CSM professional development program
especially designed for middle school science and math teachers. The study consisted of
three cohorts of inservice teachers within the study time frame from the summer o f2006
to the spring o f2008. The mixed methods research design which has components of both
qualitative and quantitative elements was used to explore the research questions. The data
consisted of inservice teachers’ demographics including analysis of transcripts,
certification and current teaching assignment, pre and posttests results, teacher
evaluations of various components of the CSM program, and classroom observations.
The data analyses suggested that the teachers acquired new knowledge in the science
content areas more than in the math content areas, as a result of the CSM professional
development program. The teachers gained a better understanding of CSM and were able
to adopt either a CSM or integrated mode in the classroom.
