This paper provides materials for a teacher workshop on the application of scientific processes across the curriculum. The approach is based on Taba's Inductive Model, and these materials contain sections on the purposes of Taba's model, teaching strategies used in Taba's model, the concept formation process, interpretation of data, application of…

Presented are four activities which integrate mathematics and science activities involving problem-solving skills. Topics of activities include derivation of pi (3.14), determining the volume of a bell jar, estimation skills, supplementary exercises using geometric and metric system tables, general laboratory exercises, and supplemental problems.…

A design for teaching human behavior to undergraduate social work students is described that is multidisciplinary in its knowledge base, employs a comparative and analytical approach to a variety of theoretical concepts, and is directly linked to the problem-solving competencies of practice. (Author/MLW)

Real-world problems often do not mesh well with mandated curricula and texts. Designing challenges to develop the understandings, skills, and beliefs necessary for tackling real-life problems involves a commitment to authentic learning experiences of increasing sophistication. The experiential learning cycle, by combining academic, scenario, and…

Argues that, in the context of the present health care system, interdisciplinary service-learning holds promise for equipping future health professionals with collaborative problem-solving skills needed to effect change in community health care. Describes three models of interdisciplinary service-learning in health professions education, explores…

Describes an interdisciplinary project encompassing English, history, public speaking, and mathematics that allows students to experience success with integrating mathematics into real world experiences. (DDR)

Reports on the views on problem-solving developed by prospective elementary teachers as a result of experiencing problem-centered learning in an integrated math-science methods course. Discusses four assertions related to students' attitudes toward problem-solving, their knowledge of problem-solving and problem-solving processes, and the role of…

Outlines a pair of projects used in introductory calculus that are inspired by techniques archaeologists use in the analysis of pottery. These real-world application problems appeal to students who are not necessarily interested in the standard application of calculus. (Author/DDR)

A new liberal arts core curriculum for the twenty-first century is proposed, including four elements: global studies, self-reliance skills, interdisciplinary thinking skills, and selected traditional studies. The approach, being tried in a number of American colleges, addresses flaws in the existing liberal arts curriculum. (MSE)

Describes the use of oceanographers' models for introducing students to the concept of mathematical modeling. Outlines a lesson showing the interrelationship of science and mathematics. (RT)

To develop students' abilities to reason with mathematics and apply mathematics to problem solving are abetted by building on their personal experiences, integrating the curricula, and designing learning activities that require students to write or speak about mathematics. Using an integrated approach is discussed and examples are included. (MNS)

Presented is the idea that art can be used to present early concepts of geometry, including the notion of the infinite. Discussed is the symbiosis that exists between the artistic and mathematical views of points, lines, and planes. Geometric models in art and using art in the classroom are discussed. (KR)

Presents two cognitive models that illustrate the commonalities between reading for meaning and solving mathematical problems with meaning. Discusses the importance of number sense in the prior knowledge component of the solving with meaning model and the implications of the models in teaching mathematics. (MDH)

A spirit of collegiality and productivity flourishes at a Glendale, Arizona, middle school. Staff focus on integrating academic, exploratory, and thematic learning to develop students' cooperative learning and thinking skills. Curriculum connections happen by raising awareness about integrated/interdisciplinary curricula, visiting other schools,…

Described is a way that elemental mathematics can be applied to explain an astronomical phenomenon. The fact that the extreme of sunrise and sunset do not occur on the shortest or longest days of the year is analyzed using graphs and elementary calculus. (KR)