Comparison of interdisciplinary connections between mathematic and other subjects through student-centred approaches

Referencias

Al Salami, M.K., Makela, C.J., & de Miranda, M.A. (2017). Assessing changes in teachers' attitudes toward interdisciplinary STEM teaching. International Journal of Technology and Design Education, 27, 63–88. https://doi.org/10.1007/s10798-015-9341-0 Google Scholar Crossref Artigue, M., & Blomhøj, M. (2013). Conceptualizing inquiry-based education in Mathematics. ZDM–The International Journal on Mathematics Education, 45, 797-810. https://doi.org/10.1007/s11858-013-0506-6 Google Scholar Crossref Drobnič Vidic, A. (2011). Impact of problem-based statistics course in engineering on students’ problem solving skills. International Journal of Engineering Education, 27(4), 885–896. Google Scholar Drobnič Vidic, A. (2015). First-year students’ beliefs about context problems in mathematics in university science programmes. International Journal of Science and Mathematics Education, 13 1161–1187. https://doi.org/10.1007/s10763-014-9533-1 Google Scholar Crossref Drobnič Vidic, A. (2017). Teachers’ beliefs about STEM education based on realisation of the ‘‘Energy as a Value’’ project in the Slovenian school system. International Journal of Engineering Education, 33(1B), 408–419. Google Scholar Drobnič Vidic, A. (2022). Trends in using student-centred approaches in mathematics and its connection with Science, Technology, and Engineering. International Journal of Engineering Education, 38(4), 879–891. Google Scholar Bakker, A., Cai, A., English, L., Kaiser, G. Mesa, V., & Dooren, W. (2019). Beyond small, medium, or large: points of consideration when interpreting effect sizes. Educational Studies in Mathematics, 102, 1–8. https://doi.org/10.1007/s10649-019-09908-4 Google Scholar Crossref Bikić, N., Maričić, S., & Pikula, M. (2016). The effects of differentiation of content in problem-solving in learning geometry in secondary school. Eurasia Journal of Mathematics, Science & Technology Education, 12 (11), 2783–2795. https://doi.org/10.12973/eurasia.2016.02304a Google Scholar Crossref Boud, D., & Feletti, G. (1998). The challenge of problem-based learning. Kogan Page. Google Scholar Brown, J.C. (2017). A metasynthesis of the complementarity of culturally responsive and inquiry-based science education in K-12 settings: Implications for advancing equitable science teaching and learning. Journal of Research in Science Teaching and Learning, 54(9), 1143–1173. https://doi.org/10.1002/tea.21401 Google Scholar Crossref Cotič, M., & Valenčič Zuljan, M. (2009). Problem‐based instruction in mathematics and its impact on the cognitive results of the students and on affective‐motivational aspects. Educational Studies, 35(3), 297–310. https://doi.org/10.1080/03055690802648085 Google Scholar Crossref De Graaff, E., & Kolmos, A. (2003). Characteristics of problem based learning, International Journal of Engineering Education, 19(5), 657–662. https://doi.org/10.1.1.455.3467 Google Scholar Crossref Edelson, D. C., Gordin, D. N., & Pea, R. D. (1999). Addressing the challenges of inquiry-based learning through technology and curriculum design. Journal of the Learning Sciences, 8(3-4), 391–450. https://doi.org/10.1207/s15327809jls0803&4_3 Google Scholar Crossref Engeln, K., Euler, M., & Maass, K. (2013). Inquiry-based learning in mathematics and science: a comparative baseline study of teachers’ beliefs and practices across 12 European countries. ZDM–The International Journal on Mathematics Education, 45, 823–836. https://doi.org/10.1007/s11858-013-0507-5 Google Scholar Crossref Han, S., Capraro, R. & Capraro, M.M. (2015). How science, technology, engineering, and mathematics (STEM) project-based learning (PBL) affects high, middle, and low achievers differently. International Journal of Science and Mathematics Education, 13, 1089–1113. https://doi.org/10.1007/s10763-014-9526-0 Google Scholar Crossref Hmelo-Silver, C., Duncan, R.G., & Chinn, C. (2007). Scaffolding and achievement in problem-based and inquiry learning: a response to Kirschner, Sweller, & Clar (2006). Educational Psyhologist, 42(2), 99–107. https://doi.org/10.1080/00461520701263368 Google Scholar Crossref Jensen, A.A., Ravn O., & Stentoft D. (2019). Problem-based projects, learning and interdisciplinarity in higher education. In Jensen A., Stentoft D., & Ravn O. (Eds), Interdisciplinarity and problem-based learning in higher education. Innovation and Change in Professional Education (Vol. 18, pp. 9–19). Springer. https://doi.org/10.1007/978-3-030-18842-9_2 Google Scholar Crossref Ješková, Z, Lukáč, S, Hančová, M, Šnajder, Ľ, Guniš, J., Balogová, B., & Kireš, M. (2016). Efficacy of inquiry-based learning in mathematics, physics and informatics in relation to the development of students’ inquiry skills. Journal of Baltic Science Education, 15(5), 559–574. https://doi.org/10.33225/jbse/16.15.559 Google Scholar Crossref Jessen, B., Doorman, M., & Bos, R., (2017). Priročnik MERIA za poučevanje matematike s preiskovanjem / MERIA Practical Guide to Inquiry Based Mathematics Teaching. Zavod Republike Slovenije za šolstvo, Ljubljana. Google Scholar Krajcik, J.S. & Blumenfeld, P. (2006). Project-based learning. In Sawer, K. (Ed.), The Cambridge handbook of the learning sciences. Cambridge University Press. Google Scholar Li, Y., G. Ding, & Zhang, C. (2021). Effects of learner-centred education on academic achievement: a meta-analysis. Educational Studies. https://doi.org/10.1080/03055698.2021.1940874 Google Scholar Crossref Li, Y., & Schoenfeld, A.H. (2019). Problematizing teaching and learning mathematics as “given” in STEM education. International Journal of STEM Education, 6(44). https://doi.org/10.1186/s40594-019-0197-9 Google Scholar Crossref Lotter, C., Yow, J.A. & Peters, T.T. (2014). Building a community of practice around inquiry instruction through a professional development program. International Journal of Science and Mathematics Education, 12, 1–23. https://doi.org/10.1007/s10763-012-9391-7 Google Scholar Crossref Maass, K., & Artigue, M., (2013). Implementation of inquiry-based learning in day-to-day teaching: a synthesis. ZDM–The International Journal on Mathematics Education, 45, 779–795. https://doi.org/10.1007/s11858-013-0528-0 Google Scholar Crossref Mohd Shahali, E. H., Halim, L., Rasul, M. S., Osman, K., & Zulkifeli, M. A. (2017). STEM learning through engineering design: Impact on middle secondary students’ interest towards STEM. Eurasia Journal of Mathematics, Science and Technology Education, 13(5), 1189–1211. https://doi.org/10.12973/eurasia.2017.00667a Google Scholar Crossref Moreno, N.P., Tharp, B.Z., Vogt, G., Newell, A.D., & Burnett, C.A. (2016). Preparing students for middle school through after-school STEM activities. Journal of Science Education and Technology, 25, 889–897. https://doi.org/10.1007/s10956-016-9643-3 Google Scholar Crossref National Research Council (2000). Inquiry and the national science education standards: A guide for teaching and learning. National Research Press. Google Scholar Norman, G.R., & Schmidt, H. G., (1992). The psychological basis of problem-based learning: a review of the evidence. Academic Medicine, 67(9), 557–565. https://doi.org/10.1097/00001888-199209000-00002 Google Scholar Crossref Oguz-Unver, A., & Arabacioglu, S. (2014). A comparison of inquiry-based learning (IBL), problem-based learning (PBL) and project-based learning (PjBL) in science education. Academia Journal of Educational Research, 2(7), 120–128. http://dx.doi.org/10.15413/ajer.2014.0129 Google Scholar Crossref Perrenet, J.C., Bouhuijs, P. A. J., & Smits, J. G. M. M. (2000). The suitability of problem-based learning for engineering education: theory and practice. Teaching in Higher Education, 5(3), 345–358. https://doi.org/10.1080/713699144 Google Scholar Crossref Polanco, R. Calderon, P., & Delgado, F. (2004). Effects of a problem‐based learning program on engineering students’ academic achievements in a Mexican university. Innovations in Education and Teaching International, 4(2), 145–155. https://doi.org/10.1080/1470329042000208675 Google Scholar Crossref Prince, M., & Felder, R., (2006). Inductive teaching and learning methods: Definitions, comparisons, and research bases. Journal of Engineering Education, 95(2), 123–138. https://doi.org/10.1002/j.2168-9830.2006.tb00884.x Google Scholar Crossref Saderholm, J., Ronau, R., Rakes, C., Bush, S., & Mohr-Schroeder, M. (2017). The critical role of a well-articulated, coherent design in professional development: an evaluation of a state-wide two-week program for mathematics and science. Professional Development in Education, 43(5), 789–818. https://doi.org/10.1080/19415257.2016.1251485 Google Scholar Crossref Savelsbergh, E.R., Prins, G.T., Rietbergen, C., Fechner, S., Vaessen, B.E., Draijer, J.M., & Bakker, A. (2016). Effects of innovative science and mathematics teaching on student attitudes and achievement: A meta-analytic study. Educational Research Review, 19, 158–172. https://doi.org/10.1016/j.edurev.2016.07.003 Google Scholar Crossref Spronken-Smith, R. (2012). Experiencing the process of knowledge creation: The nature and use of inquiry-based learning in higher education. International Colloquium on Practices for Academic Inquiry (pp. 1–17). University of Otago Google Scholar Thomas, J. W. (2000). A review of research on project-based learning. Autodesk Foundation. http://www.autodesk.com/foundation/pbl/research Google Scholar Walker, A., Recker, M., Ye, L., Sellers, L., & Leary, H. (2012). Comparing technology-related teacher professional development designs: a multilevel study of teacher and student impacts. Educational Technology Research and Development, 60, 421–434. https://doi.org/10.1007/s11423-012-9243-8 Google Scholar Crossref Woods, D.R. (1994). Problem-based learning: how to gain the most from PBL. McMaster University. Google Scholar