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STEM Learning in Middle Grades by Technology-Mediated Integration of Science and Mathematics: Results of Project SMILE

STEM Learning in Middle Grades by Technology-Mediated Integration of Science and Mathematics: Results of Project SMILE

Pradeep Maxwell Dass, John T. Spagnolo
Copyright: © 2017 |Pages: 20
ISBN13: 9781522516248|ISBN10: 1522516247|EISBN13: 9781522516255
DOI: 10.4018/978-1-5225-1624-8.ch036
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MLA

Dass, Pradeep Maxwell, and John T. Spagnolo. "STEM Learning in Middle Grades by Technology-Mediated Integration of Science and Mathematics: Results of Project SMILE." Educational Leadership and Administration: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2017, pp. 737-756. https://doi.org/10.4018/978-1-5225-1624-8.ch036

APA

Dass, P. M. & Spagnolo, J. T. (2017). STEM Learning in Middle Grades by Technology-Mediated Integration of Science and Mathematics: Results of Project SMILE. In I. Management Association (Ed.), Educational Leadership and Administration: Concepts, Methodologies, Tools, and Applications (pp. 737-756). IGI Global. https://doi.org/10.4018/978-1-5225-1624-8.ch036

Chicago

Dass, Pradeep Maxwell, and John T. Spagnolo. "STEM Learning in Middle Grades by Technology-Mediated Integration of Science and Mathematics: Results of Project SMILE." In Educational Leadership and Administration: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 737-756. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-1624-8.ch036

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Abstract

In an attempt to foster inquiry-oriented learning in middle grades (grades 6 – 8), a technology mediated pedagogy integrating science and mathematics was promoted through Project SMILE (Science and Mathematics Integration for Literacy Enhancement). It involved in-service teachers in professional learning and classroom implementation over a period of two academic years, with the explicit goal of enhancing teachers' ability to foster more authentic inquiry in their classes. This chapter describes the design of Project SMILE in the context of recent reform efforts in science and mathematics education, along with the theoretical underpinnings for the design. Project activities, followed by the research methodology employed to investigate the impact on both teachers and students are described next. Finally, research results and their implications are discussed with an eye toward the usefulness of integrating science and mathematics and involving specific technological tools to foster greater inquiry-oriented learning in school science and mathematics.

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