Despite the expectation that all students should achieve high academic standards, content area instruction and English for speakers of other languages instruction for English language learners (ELLs) have traditionally been conceptualized as separate domains, resulting in educational inequities for ELLs. This is because effective instruction to…

Studies have not yet consented whether integrating mathematics into science would enhance students' learning or confuse their understanding of abstract mathematical concepts. In spite of the social need for solving social-scientific problems with multiple facets, there has not been a holistic integration model of the disciplines. Hence, this study…

In the age of standardized testing, science and social studies are not given the same priority as mathematics and reading in the curriculum of United States schools. High stakes testing is viewed as having heavily biased schools toward teaching tested subjects and away from less frequently tested subjects. This paper is premised on the notion that…

This study is part of a larger investigation which focused on determining and comparing the perceptions of agriculture teachers and science teachers on integrating science into agricultural education programs. Science and agriculture teachers' perceptions of barriers to integrating science, the support of stakeholders, and collaboration between…

Describes two high school courses, "Chemistry of Technology (Chem Tech)" and "Physics of Technology (Physics Tech)," that emphasize multidisciplinary learning through applicative, hands-on activities. Provides course descriptions, lists the advantages of using a unified science-technology model, and discusses limitations of…

Summarized are the proceedings of the third annual conference of the Federation for Unified Science Education (FUSE), held in December, 1968. Includes are brief summaries of reports on unified science programs at Millburn Senior High School, New Jersey; Monona Grove High, Wisconsin; Barringer High, Newark, New Jersey; Tamaqua Area Senior High,…

To help students grasp the intimate connections that exist between mathematics and its applications in other disciplines a library of interactive learning modules was developed. This library covers the mathematical areas normally studied by undergraduate students and is used in science courses at all levels. Moreover, the library is designed not…

Examines various meanings ascribed to "integrated science," and explores arguments used to establish the value of an integrated approach for primary and secondary education. (SL)

This teaching guide contains part one of the four parts of the first year of the Portland Project, a three-year secondary integrated science curriculum sequence. This part involves the student in a series of activities intended to increase his understanding of his perceptual abilities and their limitations. Organization and classification as parts…

This teacher's guide contains part two of the four-part first year Portland Project, a three-year secondary integrated science curriculum sequence. This part involves the student with unifying principles essential for deeper understanding of the concept of energy. Confidence in the atomic nature of matter is built by relating heat in terms of…

This teacher's guide includes parts three and four of the four-part third year Portland Project, a three-year integrated secondary science curriculum sequence. The underlying intention of the third year is to study energy and its importance to life. Energy-related concepts considered in year one and two, and the concepts related to atomic…

This teacher's guide contains parts three and four of the four-part first year Portland Project, a three-year secondary integrated science curriculum sequence. Part three of the guide deals with topics such as the cell, reproduction, embryology, genetics, genetic diseases, genetics and change, populations, effects of density on populations,…

This teacher's guide includes parts one and two of the four-part third year Portland Project, a three-year integrated secondary science curriculum sequence. The Harvard Project Physics textbook is used for reading assignments for part one. Assignments relate to waves, light, electricity, magnetic fields, Faraday and the electrical age,…

Describes an integrated freshman course sequence which combines biology and chemistry and uses the process of energy flow as a unifying concept. Provides a description of the three-quarter course sequence, along with lists of topics covered in both disciplines. Includes a rationale for developing such interdisciplinary courses. (TW)

This teacher's guide is for the second year of the Portland Project, a three-year integrated secondary science curriculum sequence. The first of two parts in this volume, "Motion and Energy," begins with the study of motion, going from the quantitative description to a consideration of what causes motion and a discussion of Newton's…