Utilising different models of integration to enhance the teaching and learning of second level science and mathematics

Increasing second level students’ uptake and performance in mathematics and science, especially higher level mathematics and the physical sciences, has been identified as national and international priorities. Science and mathematics integration has long been recommended as a way to increase student conceptual understanding of, interest in, and motivation to learn both subjects. Recent interest in STEM education has also lead to calls for increased integration of these areas in order to provide students with the critical tools they need to deal with the multi-faceted and complex problems of sustainability that they will face as citizens. However, attempts to develop a model to integrate just two of the STEM subjects, that is, science and mathematics, have not resulted in a consensus regarding optimal curricular organisation. The integration of mathematics and science teaching and learning facilitates student learning, engagement, motivation, problem-solving, criticality and real-life application. However, the actual implementation of an integrative approach to the teaching and learning of both subjects at a classroom level, with in-service teachers working collaboratively, at second level education, is under-researched due to the complexities of school-based research. In light of this, an evidence-based research project was undertaken at the EPI-STEM National Centre for STEM Education in Ireland, with the aim of investigating the integration of science and mathematics and its impact on teaching and learning in second level education. This paper will report on the design, development and evaluation of three different models of science and mathematics integration that were investigated over a six year period (2009-2015) and will present the key findings that emerged