Integrating Physics Into a Mathematics Content Course for Preservice K–8 Elementary Teachers

Introduction

Teaching integrated Science, Technology, Engineering and Mathematics (STEM) content can be challenging, particularly at the elementary school level. STEM content is often not interdisciplinary and is instead isolated into separate subjects (e.g., science or mathematics) in the early grades (Campbell et al., 2018). In addition to the teaching of isolated S, T, E or M content, there is also a lack of focus on physics-related activities at the elementary school level. Examples of physics taught at the elementary school are not common. One exception is that of Hendawati et al. (2019), who investigated the use of the Contextual Teaching and Learning (CTL) model to help fifth graders learn physics. The CTL model (Johnson, 2002) emphasizes engaging students in investigative activities—asking questions, making observations, and gathering data—in order to develop conceptual understanding through their own activities and reasoning. While Hendawati et al. used physics as the context, they focused their research on the Contextual Teaching and Learning model and found significant improvement in the experimental group’s ability to understand science concepts. Although physics instruction is much more common at the secondary level and beyond (for example, Sheppard et al., 2020; Thompson & Carlson, 2017; Weber & Thompson, 2014; Stump, 2001; Yang & Heh, 2007), there have been a number of reports regarding the desirability and methods of including physics instruction and learning in elementary grades, for example, McDermott et al., 2000, and Park et al., 2022.

Physics is not as commonly taken at the university level by prospective teachers as are other science subjects. Banilower et al. (2013) explored the types of college science courses that are taken by prospective teachers; they found that only 32% of elementary teachers and 61% of middle school teachers have completed at least one physics course. By contrast, 90% of elementary teachers and 96% of middle school teachers have completed at least one biology course. Thus, it is clear that K-8 teachers are more poorly prepared to teach physics than other science subjects; whether their avoidance of physics is intentional or unintentional is unclear.

In order to address the physics void and to improve educational STEM backgrounds, we integrated physics into an algebra-based content course for preservice elementary and middle school teachers. Our goal was to provide them with an opportunity to deepen their understanding of mathematics content by incorporating physics activities contextualized through algebra. Using interrelated mathematics and physics concepts such as slope, function (linear, quadratic, and non-linear), and the equation of a straight line, preservice teachers explored algebra using technological tools and physical movement. Interconnecting physics and mathematics is natural, as there is a focus on making sense of mathematical representations of physical movement. Our integrated intervention focused on mathematical ideas of function, slope, linearity, and the physics of motion applied to real-world contexts. The curriculum was purely integrative in nature. To support the real-world classroom environment, the curriculum was developed in alignment with the Common Core State Standards (CCSSI, 2010) and guiding principles of the National Council of Teachers of Mathematics (NCTM, 2000).