# Integrating Science, Technology, and Mathematics

## Philosophy of the Course

The course "Integrating Science, Technology, and Mathematics" is designed to
replace Physical Science as a general interest science course when Waycross
Colleges changes to semesters.

The conversion from the quarter to semester systems gives us as mathematics
and science educators an opportunity to enact recent advancements in the
teaching of mathematics and science, curriculum interdependence, learning styles,
and collaborative learning.

For example, some selected quotes from the AMATYC
(American Mathematical Association of Two Year Colleges)
Crossroads in Mathematics: Standards for
Introductory Mathematics Before Calculus are:

- Students will develop the view that mathematics is a growing discipline, interrelated with human culture, and understand its connections to other disciplines.
- Mathematics faculty will foster interactive learning through student writing, reading, speaking, and collaborative activities so that students can learn to work effectively in groups and communicate about mathematics both orally and in writing.
- Mathematics faculty will model the use of appropriate technology in the teaching of mathematics so that students can benefit from the opportunities it presents as a medium of instruction.

In science, similar advancements in teaching have occurred. Inquiry-based learning, especially in science education, has been championed
recently by a number of well-respected organizations, including the College
Board and the National Research Council through its publication, National
Science Education Standards. (examples here)
Inquiry is not equivalent to a laboratory experience:
inquiry-based science means that students ask real questions - not just
rhetorical ones posed by the instructor or a textbook - and they perform real
investigations - not just exercises in which students are judged by their
ability to accurately reproduce what others have done before.

The implications of inquiry-based science on a curriculum are tremendous. Course objectives must be
rewritten to reflect process over content, and time must be allotted for open-
ended activities instead of employing only a straight lecture format. The structure of
Science, Technology, and Mathematics will reflect this.

Return to S, T,& M Homepage.

Comments and suggestions may be sent to Roberta Lacefield or Chris Wozny.

Last edited 08/97.