Interdisciplinary Research in Mathematics, Science, and Technology Education (1987) / Chapter Skim
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4 RESEARCH PROGRAM ALTERNATIVES
4 RESEARCH PROGRAM ALTERNATIVES
Pages 57-72
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From page 57... ...
PROGRAM DIMENSIONS The committee's assessment of existing examples of interdisciplinary research and the needs for interdisciplinary research in science and mathematics education indicate that a sponsoring agency should carefully consider a variety of options for research programs. Different program structures and objec~ci~res are likely to lead to different kinds of participation as well as different program outcomes.
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From page 58... ...
Program flexibility, however, can turn into program instability, causing the loss of outstanding investigators. Strategy for Involvement One type of s~crategy for in~cerdisciplinary collaboration is for the agency carefully to define the problems in science and mathematics education that are to be addressed and then request proposals for carrying out the works A different strategy is for the agency to identify eminent scientists and educators who are interested in pursuing interdisciplinary research in science and mathematies education and then allow them to define the nature
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From page 59... ...
Another possibility is to ask professional scientific or educational organizations to take the lead in planning and developing interdisciplinary research projects. It should be noted again that assurance of at least some stability in program priorities and funding as well as some autonomy for project leaders will help to attract outstanding scientists and educators to interdisciplinary research.
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From page 61... ...
, scientists who are in research centers are involved in more cross-disciplinary research than colleagues who are in regular academic departments . Research centers can be planned by the sponsoring agency to address specific problems, as is the case for the centers recently funded by the Department of Education, or interdisciplinary research centers can be organized to give institutions flexibility in defining research problems and planning interdisciplinary research.
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From page 62... ...
A funded center allows both par~cicipants and institutions to cost on a sufficient level of support for a multiple°year effort to build and maintain effective ten for carrying out substantial projected An important factor in Pretoria ous successful interdisciplinary projects was just such a margin of financial support so that the host institution could attract outstanding ir~divid~ls' develop collaborative working relations, and carry projects to fruition. An additional dividend is that such centers cast provide support for Junior faculty until they can build a track record and then obtain funds on their own, thus expanding the field.
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From page 63... ...
What kinds of problems of science and mathematics education could most a~rantageo~ly be addressed through research centers? Drawing on the needs outlined in Chapter 2, likely areas include: a o o o research and development on the content of science and mathematics curricula; analyses of the role of school and classroom contexts in shaping mathematics and science curricula and instruction; development of new testing approaches and methodologies; and research on how prospective and practicing teachers develop knowledge and understanding of subject matter and associated improvement of preservice and inservice education.
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From page 64... ...
If the strategy is successful, it is likely to improve the climate for interdisciplinary research because of the participation of highly regarded individuals O Resource commitment and in8ti=tiO~1 support also are likely to be positively affected by recruitment of top scientists and educators. However', other Biceps are needed to ensure successful interdisciplinary activity in science and mathematics education through this Tracery.
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From page 65... ...
Much attention has been driven to such indi cators of the inadequate quality of precollege science and mathematics education as declines in course enrollments, achievement test scores, and competent teachers. Many scientists and educators are fully aware of these indicators and have some interest in the associ ated problems.
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From page 66... ...
Areas likely to benefit most from such a strategy include: o o o o reformula~cion of the conic of precollege science and mathematics curricula based on new Knowles edges concepts, and procedures in Ache relevant disciplines; development of educational software in specific subject areas; research on teachers' understanding of ache concepts and processes of a discipline and how it is acquired; analyses and development of effective methods for teaching reasoning in specific disciplines to student witch different aptitude and characteristics . Demonstration Schools and Classrooms A meti~m-scale program option is support of demonstration schools and classrooms.
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From page 67... ...
This kind of project could lead to strong support from cooperating institutions, but it would probably need careful planning and development, in the early stages especially, so that participants would indeed gain recognition for their work and products O The areas that might benefit most from demonstration schools and classrooms are issues involving learning context, which include: o teaching reasoning in specific subject areas; o assessing the-effec~cs of new technologies on organizational change in schools; o studies on the importance of learning contexts for curriculum and instructional methods; o developing effective models for learning groups and activi~cy°based instruction; and o pro; acts that involve com~unit~r organizations and institutions in Improving student learning.
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From page 68... ...
The grants are designed as intermediate projects between individual investigator grants and the Materials Research Laboratories O A goal of the program is to involve new institutions in multidisciplinary materials science researehO Each institution must propose a project that involves a number of investigators from different disciplines. Institutional incentive grants for interdisciplinary research in science and mathematics education would hare many of the positive elements of the research centers, bloc each project would involve less funding commitment by an agency.
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From page 69... ...
Where can be several grand relates to one problem area -- as exemplified by the joint NSF-NIE grants of several years ago to support research on cognitive development and learning -- or several different problem areas can be ident~fied for which proposals are invited. An agency could provide for several kinds of grace categories for specific kinds of disciplinary collaborations, for example, in physical or life science and cognitive science9 in mathematics and curriculum research, or in laboratorybased instruction in science and developmental psychol Ogy O This program option counts mainly on agency design to develop interdisciplinary research teams.
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From page 70... ...
For examples NSF's program of postdoctoral fellowships in plant biology, run by the Divisions of Molecular Biosciences arid Cellular Biosciences, awards 20 2-year fellowships for approximately $25,000 per year to new Ph O D O ~ floor related fields who propose a research pro] act in plant biology.
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From page 71... ...
stated the following objective for current reform effort: The improvement and support of elementary and secondary school systems throughout America so that, by the year 1995, they will provide all the nation's youth with a level of education in mathematics, science and technology, as measured by achievement scores and participation levels (as well as other non-subjective criteria) , that is not only the highest quail q attained anywhere in the world but also reflects the particular and peculiar needs of our nation.
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From page 72... ...
institutions of higher education who teach lower-division courses, and employers from indu~try; and social scientists familiar with implementation problema9 developers, and individuals in Ache bwls~ess of working with teachers and schools. Review Assad redesign should continue as the development of a-lterna~cives progresses so as to provide a bait is mechanism for continuing improvement of mathematice9 science, and tech° ROIO~ shroud interdiscipli~ research.
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