Integrated Curriculum

This paper discusses the case of one teacher, Jackie, whose instructional practices illuminate the importance of textbooks and student/parent expectations in shaping pedagogy. Jackie teaches in the Plainview district, which offers parents and students a choice between a reform-oriented, integrated curriculum (Core Plus) and a more conventional algebra sequence (the University of Chicago series). Each day, Jackie teaches two very different sections of accelerated eighth-grade mathematics using each of these curricular materials. Drawing from students' survey responses, classroom observations, and teacher interview data, we show ways in which Jackie's pedagogy differs considerably between the two courses and we shed light on reasons underlying this variation.By examining one teacher who enacts different practices in each of the two curricular contexts, this paper highlights factors that contribute to teachers' enacted curricula -factors that have been understated in previous mathematics education research on teacher development. The study establishes the importance of distinguishing between global and local teacher change, and suggests implications for future studies of teaching and reform.

There appears to be generally a broad consensus that the multidimensional nature and complexity underlying the critical problems of Africa such as poverty, food insecurity and disease urge for integrated and holistic views and approaches to deal with the challenges successfully. Innovation systems approaches are promising, but in practice they require new mindsets and competences for systemic thinking, institutional interfaces and partnerships. Often curriculum review is seen as a solution to such new demands, but in reality, even before considering curriculum review, it is critical that universities deal with the basic elements of changing mindsets, and building a new vision and new skills for training and research amongst the academic staff. This paper is based on a 'personal mastery/soft skills experiment towards reorienting mindsets and building complementary skills among university lecturers for holistic and interactive learning; and impact oriented research and consultancy. The initiative was conducted with 26 lecturers from three agriculture related Faculties of Makerere University over a period of two years. Overall enhancement it enhanced personal and professional development profiles of the lecturers which resulted in more interactive teaching, a move towards action research, and more marketable development consultants and facilitators. Specifically, the assessment brought out the following outcomes: enhanced self-awareness and taking action to develop their full potentials; the abilities to influence change in the university system through feedback; taking initiative to work in team and promote peer-learning; facilitation skills for interactive learning and collective action processes; overcoming fear to try out new things as reflective practitioners; communication for problem solving -negotiation, conflict resolution; and thinking beyond disciplinary boundaries to influence development impact through action research and process consultancy.

Globally, interdisciplinary and transdisciplinary learning in schools has become an increasingly popular and growing area of interest for educational reform. This prompts discussions about Science, Technology, Engineering, Arts, and Mathematics (STEAM), which is shifting educational paradigms toward art integration in science, technology, engineering, and mathematics (STEM) subjects. Authentic tasks (i.e. real-world problems) address complex or multistep questions and offer opportunities to integrate disciplines across science and arts, such as in STEAM. This study addresses the following research question: what interdisciplinary and transdisciplinary skills do students learn through different models of STEAM education in nonprofit and in-school contexts? We carried out a qualitative case study in which we conducted interviews, observations, and data analysis of curriculum documents. A total of 103 participants (19 adults – director and instructors/teachers – and 84 students) participated in the study. The four STEAM programs comparatively taught both discipline-specific and beyond-discipline character-building skills. The skills taught include critical thinking and problem-solving; collaboration and communication; and creativity and innovation. The main findings on student learning focused on students developing perseverance and adaptability, and them learning transferable skills. In contrast to other research on STEAM, this study identifies both the enablers and the tensions. Also, we stress ongoing engagement with stakeholders (focus group), which has the potential to impact change in teaching and teacher development, as well as in related policies.

Arts integration research has focused on documenting how the teaching of specific art forms language). However, the question of how the teaching of multiple art forms themselves can be integrated in schools remains to be explored by educational researchers. This paper draws on data collected at a secondary school in Singapore. The case study analyses how three art le of instruction that connected concepts and processes from a variety of art forms (including dance, music, drama, and visual arts). We present evidence from curriculum materials, lesson plans, student-ions. Students were able to reflect upon the importance of space within the arts, analyse the points of convergence and divergence among several art forms, experiment with space and create their own interdisciplinary performances. Our ultimate aim is to provide insights that might inspire art more curricular freedom and providing teachers with adequate structures for interdisciplinary collaboration are key to achieving meaningful levels of integration.

RESUMO
A presente pesquisa tem como objetivo a proposição de uma sequência para o planejamento por meio de projetos pedagógicos em contextos de educação bilíngue. A necessidade de tal pesquisa se revela, em nossa experiência, como professoras, em contextos de ensino bilíngue, na observação de um currículo no qual conteúdos e línguas encontram-se, na maioria das vezes, compartimentalizados. No que se refere aos conteúdos, prevalece a dificuldade do planejamento de uma proposta na qual os saberes são mobilizados para uma investigação significativa que envolve alunos e comunidade escolar. Já para o planejamento linguístico, entre os desafios estão a incerteza sobre quais conteúdos são significativos para serem explorados em cada língua e a falta de oportunidade de discussões sobre as línguas, nas quais o aluno mobiliza todo o seu repertório para compreender as particularidades de cada sistema. Dessa forma, acreditamos que o professor possui o papel de possibilitar que o aluno opere nas relações dos seus saberes, e não na ideia da falta na língua adicional. Para a elaboração da proposta, foram analisadas as contribuições teóricas de Hernández (1998), Mackenzie e Bathurst-Hunt (2018) e Markham et al. (2008). Em comum, os autores propõem o planejamento de projetos organizados a partir dos interesses dos alunos, com o professor como mediador do processo e a avaliação formativa como ferramenta de observação e planejamento. Para a elaboração das estratégias voltadas aos saberes linguísticos, apoiamo-nos em uma visão heteróglossica de linguagem, na qual o aluno bilíngue opera seus saberes de forma dinâmica (GARCÍA, 2009). A partir da contribuição de Beeman (2003), propomos estratégias para que intencionalmente os repertórios do aluno bilíngue sejam valorizados e mobilizados para o desenvolvimento de uma maior consciência metalinguística e expansão do repertório crítico sociocultural. Ao concluirmos nossa pesquisa, observamos a possibilidade de uma educação multicultural, que valida os saberes dos alunos e as suas conexões com o mundo real.
Palavras-chave: Pedagogia de projetos. Educação bilíngue. Currículo Integrado

This article outlines teaching ideas appropriate for primary mathematics. It is mainly aimed at primary school teachers and teacher-researchers. Read, watch, or just discuss J. K. Rowling’s Harry Potter and the Philosopher’s Stone with your class, and then get students to engage with these associated mathematical problems. The problems cover a diverse range of key mathematical concepts. (Note: The title for U.S. readers is Harry Potter and the Sorcerer’s Stone.)

While the acronym STEAM Science, Technology, Engineering, Arts, Mathematics has become a buzzword in educational settings, STEAM Education is still at an early stage in its development. In fact, many consider the promotion of STEAM Education as being based on relatively weak empirical grounds. This special issue responds to the need for additi the STEAM construct is defined, with its origin, characteristics, and various models described. The barriers that hinder or prevent its application in the classroom are also analyzed. The second part presents the six articles included in the special issue. The first article analyzes the theoretical bases of STEAM Education. It is followed by five empirical studies: two are contextualized within Primary Education, two within Secondary Education, and one final study on STEAM teacher education. We trust that this series of studies will contribute to further develop the theoretical, epistemological, and practical frameworks underpinning STEAM Education.

استخدام المدخل التكاملي في تخطيط المناهج التعليمية

إعداد: د. وسام محمد إبراهيم
مدرس المناهج وتقنيات التعليم –كلية التربية-جامعة الإسكندرية

هاتف نقال  00201069785672
المنتدي التربوي: www.wessam.allgoo.us
e-mails: [email protected] - [email protected] [email protected]
- https://www.wessam1.blogspot.com Teaching-E-Portfolio

2015

The main purpose of this paper is to report on the findings of a BEST-supported investigation into the pedagogic challenges faced by business and management educators. The views of those in the 'front line' of business and management education on the challenges they currently face were obtained by means of focus group discussions in six higher education institutions. The discussions were initiated using a technique known as pyramiding. From the evidence assembled by this means, three groups of challenges emerged. These related to: the motivation/expectations and diversity of students;

This article provides an overview of effective vocabulary strategies that can be integrated into everyday practice. Results from the Vocabulary Innovations in Education (VINE) study inform guidelines that can help teachers adopt a new stance toward word learning. Building on the ideas of apprenticeship and discussion, this approach helps students and teachers actively, explicitly and thoroughly explore opportunities to see, hear and use new words. Using this metacognitive, metalinguistic and affective approach was highly successful, particularly for English learners.

This paper discusses the case of one teacher, Jackie, whose instructional practices illuminate the importance of textbooks and student/parent expectations in shaping pedagogy. Jackie teaches in the Plainview district, which offers parents and students a choice between a reform-oriented, integrated curriculum (Core Plus) and a more conventional algebra sequence (the University of Chicago series). Each day, Jackie teaches two very different sections of accelerated eighth-grade mathematics using each of these curricular materials. Drawing from students’ survey responses, classroom observations, and teacher interview data, we show ways in which Jackie’s pedagogy differs considerably between the two courses and we shed light on reasons underlying this variation. By examining one teacher who enacts different practices in each of the two curricular contexts, this paper highlights factors that contribute to teachers’ enacted curricula – factors that have been understated in previous mathematics education research on teacher development. The study establishes the importance of distinguishing between global and local teacher change, and suggests implications for future studies of teaching and reform.

Araştırmanın her aşamasında bana yol gösteren, bilgi ve tecrübelerini benimle paylaşan, görüş ve önerileriyle bana her zaman destek olan değerli danışman hocam Prof. Dr. Fitnat KAPTAN'a en içten saygı ve teşekkürlerimi sunuyorum. Doktora eğitimimde ve bu araştırmanın ortaya çıkmasında çok büyük emekleri olan, düşünce dünyamı derinden etkileyen, bilgi ve tecrübeleriyle bana çok şey öğreten ve her zaman yanımda olan değerli hocam Prof. Dr. Veysel SÖNMEZ'e en derin saygı ve teşekkürlerimi sunuyorum. Doktora eğitimim süresinde gelişimime büyük katkısı olan ve ihtiyaç duyduğumda her zaman yanımda olan hocalarım Prof. Dr. Nuray SENEMOĞLU'na, Prof. Dr. Aysun UMAY'a, Prof. Dr. Özcan DEMİREL'e, Doç. Dr. Selahattin GELBAL'a en içten teşekkürlerimi sunuyorum. Zorlu doktora sürecinde dostluklarını benden esirgemeyen ve yüksek moral ile çalışmama yardımcı olan, en zorda olduğum anlarda bana sürekli destek olan görüş ve önerileriyle çalışmama destek veren Doç. Dr. Sinan ERTEN'e, Yrd. Doç. Dr. Cemil AYDOĞDU'ya, Yrd. Doç. Dr. Gültekin ÇAKMAKÇI'ya, Yrd. Doç. Dr. Musa DİKMENLİ'ye, Yrd. Doç. Dr. Ahmet ERDOĞAN'a, Dr. Mustafa Bahadır AKTAN'a, Dr. Arif YILMAZ'a, Dr. İlke ÇALIŞKAN'a yürekten teşekkür ediyorum. Hayatım boyunca desteklerini benden esirgemeyen ve bugünlere gelmemde çok büyük emekleri olan canım aileme sonsuz saygı ve sevgilerimi sunuyorum.

Las nuevas tendencias sociales presentes en la escuela han enriquecido el panorama de la enseñanza de lenguas en el contexto escolar. En este texto se presenta un marco de actuación didáctica unificado para las situaciones de aprendizaje de la L1, la L2 y las LE. Con este marco se pretende superar el aislamiento en asignaturas de las lenguas y posibilitar la inclusión de todos los estudiantes en sus grupos de referencia.

The world-wide move away from the didactic teaching of single disciples to integrated Problem-based Learning (PBL) curricula in medical education has posed challenges for the basic sciences. In this paper we identify two major challenges. The first challenge is the need to describe a core disciplinary curriculum that can be articulated and mapped onto the new structure. We illustrate how the British Pharmacological Society (BPS) Guidelines are used to evaluate the curriculum coverage in the medical course at The University of Melbourne. The second challenge is to ensure that foundational concepts are given adequate emphasis within the new structure, and in particular, that students have the opportunity to pursue these concepts in their self-directed learning. We illustrate one approach to teaching important pharmacological concepts in an integrated curriculum with a case study from the first year curriculum at The University of Melbourne. Finally, we propose the features of an integrated curriculum that facilitates the learning of basic pharmacology in a situation where PBL and integration sets the curriculum framework.

It has been often argued in New Literacy Studies (NLS) that beyond our ability to simply read and write in print, literacy broadly defined is no less than our ability to interpret and function in the world we live in, which includes everything from films, music, technology, food and sports to cultural practices and social mores. The places we inhabit in our social worlds and our everyday experiences in these places teach us to read our worlds and function according to our knowledge of our world. In the process we interpret and produce meanings through our actions. However, a principal criticism against schools at any level has been the failure to acknowledge and/or tap into students‟ learning in the world. Drawing on educationists and philosophers like Gruenewald, Jardine, Tagore, Dyson, and Bigelow, the paper argues that by neglecting students‟ everyday learning-in-the-world, schools perpetuate an epistemic violence on students by severing
their school learning from their cultural life-world. As a result of which, schools often fail many students by turning formal education into something “unreal, heavy and abstract” (Tagore, 2009) for them. As a corrective, then, the paper attempts to build a case for the need of a placed-based, integrated
curriculum at all levels of schooling. Next, building on examples offered by India‟s eminent literati and educationist, Rabindranath Tagore‟s experimental model school in India and the widely emulated Foxfire program in U.S.A, both of which has much in common, the paper offers a vision for meaningfully integrating university education with students‟ lives in the most commonplaces of all places such as classrooms, canteens, hallways, cafeterias, homes, back yards and street-corners, among others. The paper supports its
argument with two empirical examples from the author‟s academic life in an Indian university. The examples offer two real life incidents with great learning potentials that the author as a student had participated in, but only one of which being located on the curricular border-space of the mandated syllabus, could be integrated to the official curriculum by an enterprising teacher, while the other was restricted to the marginal spaces of school learning. The paper argues that while in the first case, the author and his peers‟ learning-in-the-world
was successfully merged with his school learning, the latter was an opportunity lost to the tunnel-vision of academia. Not discounting its potential at the primary and secondary levels, the paper, therefore, argues that such integrations, when made possible, allows for university or vishwa-vidyalay (in Bengali it literally means a "world school‟ or a "universe school‟) education to become, true to its name, essentially universal by
encompassing the students‟ social universe. In conclusion, the paper argues that it is important for educators and education researchers to pay attention to the local places of their students‟ lives in order to build bridges between the state mandated curricula and students‟ socio-cultural worlds, and also offers some ideas for attaining it.

Environmental education (EE) is a learning process that develops people's knowledge, awareness and understanding about the environment, investigates about environmental problems and develops criticalthinking, problem solving and effective decision making skills related to particular environmental problems. Integrating remote sensing (RS) technology into environment is a new way to promote EE where RS is being used as a tool to explore environmental problems and find quick and best solutions to the problems. B.Sc. (RS) at Department of RS, Universiti Teknologi Malaysia (DRSUTM) was introduced in 1997 and it has been offering remote sensing, environmental and other subjects to a group of undergraduate and postgraduate students.

Awareness of the need to integrate sustainability at all levels has recently been gaining momentum in education to meet pedagogical university policy, government and employers' expectations. Within the School of the Built Environment at Northumbria University, an integrated project base has been adopted for second year students. The project is based on integrating three modules, where on completion the students would be able to adopt a relational thinking process taking energy conservation right into the design phase. A questionnaire was conducted at the end of the academic year on 12 students to assess the pros and cons of the integrated project work.

Background and Objectives: Medical schools are to develop integrated medical curricula because the
term ‘integrated curriculum’ has grown up and flourished globally and it has become mandatory to align
the medical education with the global concept in Pakistan. This paper aims to present a guideline to design
an undergraduate integrated medical curriculum.
Methods: Various themes are used to develop integrated curriculum which are basic medical science,
simulation skills, clinical science, personality development, research, entrepreneurship and pre
specialization. Each theme is subdivided, termed a module and its contents primarily focus on particular
aspect.
Results: Knowledge, skill and attitude, embodied in themes or modules, are planted in specific way that
they have horizontal as well as vertical integration. There is no boundary of various traditional disciplines in
template of five year curriculum. For example, diagnosis is a theme which carries contents from medicine,
surgery, orthopedics etc.
Conclusion: The blueprint introduced in this paper would help medical educators to draft integrated
medical curricula for those institutions which intend to switch their medical programs from traditional to
integrated one.

Curriculum integration is frequently promoted as a means of enabling deeper and more authentic learning, with Mathematics often considered a suitable subject for doing so. This review investigates which elements contribute to the effectiveness of Mathematics integration in secondary education. Teacher factors include attitudes towards integrative practices and knowledge of both disciplinary content and curriculum integration theory. Pedagogy factors concern utilising activities that best synthesise concepts from multiple subjects to enhance learning, especially projects. Institutional factors relate to curriculum and assessment requirements as well as school-level variables such as access to planning time and professional development. Limitations in the research literature include a narrow focus on connecting Mathematics with scientific disciplines, a reliance on qualitative methods and small sample sizes, and unknown generalisability to education systems other than those in which studies were conducted. Even so, attempting to navigate the factors involved in effective curriculum integration with Mathematics appears worthwhile.

The aim of this paper is to report on a three‐year follow‐up evaluation of an experimental problem‐based learning (PBL) integrated curriculum directed to second‐year engineering students. The PBL curriculum brought together the contents of physics, mathematics and computer science courses into a single course. Instead of the students having to enroll in each course separately, they had the opportunity to

This research on the interdisciplinary, multidisciplinary, and transdisciplinary level integrates, develops and evaluates a new culture of learning in educational institutions (kindergarten, school, faculty). It focuses on three types of learning: “learning to know”, “learning to do” and “learning to be”. Namely, the current social and scientific-technological moment demands innovative educational institutions striving for a breakthrough from “the teaching society” to “the learning society” and establishment of an active relationship with the “real-time reality” and the living environment for bridging the gap between formal (school) knowledge and everyday life and professional challenges. Te importance of this research is obvious from its primary purpose: it aspires to explore and strengthen the new culture of learning with its main features of individual, extra-curricular, lifelong, anticipatory, social and global learning. Basically, the research deals with restructuring, redefining and transforming the knowledge, i.e. integrative learning and curriculum focused on pupil/student that are important for both an individual and the community as well as for the economy. Focal work area will give an answer to the question of how the new culture of learning contributes to the development of knowledge, skills and abilities (competencies) that are necessary to individuals for their personal development, participation in a society and employment, and lifelong learning as the most important link between education and the economy.

This article presents the conceptual foundations of the Education for Peace (EFP) integrative curriculum, reviews its contents, and briefly describes its impact on students, teachers, staff and parents/guardians in Bosnia and Herzegovina. The curriculum was developed in 2000, first employed in six pilot schools and then implemented in 112 primary and secondary schools in Bosnia and Herzegovina as well as in a few schools in North America, thus far involving thousands of educators and tens of thousands of students. The curriculum is being published in nine volumes covering core aspects of peace education. This article reviews the curriculum's comprehensive and inclusive pedagogical approaches and unique conceptual formulation, which defines conflict as the absence of unity and unity as the main prerequisite for peace. The curriculum integrates insights from a wide range of disciplines on peace and education, including education, peace studies, conflict resolution, political science, law, religion, sociology, psychology and history. Within this integrative approach, each volume addresses one or more aspects of peace and peace education, drawing from the latest developments in the field and from lessons learned in the implementation of the EFP program. The final part of the article includes several first-hand statements attesting the efficacy of the EFP program.

Background:- Integration has been accepted as an important educational strategy in medical education , and its introduction to the curricula of Medical schools in Iraq , together with the Problem Based Learning PBL and Objective Structured Clinical Examination OSCE, is regarded as the pavement of the way to gain the accreditation for Iraqi Medical Colleges and to update the curriculum in such away to prepare the medical students to fulfill the requirements to provide the best health service for
our patients . A total and sudden change in the curricula of the medical schools , which had been the same since their foundations , seems to be inconvenient . So a gradual integration can give the teaching staff a good idea and experience to achieve a complete shift toward the ideal
program and can clarify the possible difficulties in the future implementations. Methods:-This paper presents a preliminary version of a proposed schedule for the next academic year , which completely fits the contents of the previous syllabus , arranged by a coordinator under direct supervision of the dean of Kufa Medical College . The draft was discussed by the concerned departments followed by the formation of one committee for each class consisting of representatives from
all departments participating in the teaching process of that class to approve the application of the schedule for the next year. Results:- What is done in this syllabus is the rearrangement of the same topic in the different departments to be given in the same period .so the horizontal integration could be achieved and here is an example: Neurophysiology , Neuroanatomy , Neurohistology , & Neuroembryology are being taught for the second-Year students at the same time .This can give the student a complete idea about the topic and make the task of teaching much easier by inter-disciplinary cooperation . Conclusion:-the schedule can put Kufa Medical College on the first step of integration ladder .

This study explores current practices of teaching assistant (TA) training in doctoral-granting institutions and expands on previous studies by exploring the views of both faculty and graduate students involved in the process. Our overall goal is to determine whether training practices and goals have changed and, if so, to what extent, in order to reflect the changing objectives of the foreign language (FL) field in the last decades-objectives that involve the development of translingual and transcultural competence and the integration of twenty-first-century skills. We conducted a nationwide survey of Spanish departments that focused on three main areas: language, culture, and technology. Results indicate that TA training is based on immediate teaching needs and lacks long-term goals of professionalization and that there are substantial differences in opinion between TAs and faculty in charge of the training regarding its effectiveness. We argue that our findings have direct implications for the revitalization ofTA education since only when TAs are trained to fully integrate culture and language and incorporate technology in meaningful ways in lower-level courses will FL departments be able to strive for the desired integrated curriculum. Keywords: cultural competence/campetencia cultural, digital literacy/alfabetizacion digital, integrated curriculum/curricula integrado, professional development/desarrollo profesional, TA training/entrena-miento the profesores aslstentes, translingual and transcultural competence/competencia transJingual y transcultural

This research develops a creative process for integrated art creation using a combination of collage and storyboarding as a trans-methodological approach in the gathering and organization of artistic data. Collage/storyboarding allows the artist to organize both visual and audio data in such way that everything can be seen, heard and comprehended in a single digital collage. This unified form of realization brings an understanding of the whole to the artist in an of age media overload.

Recently, the worldwide CDIO initiative has achieved good results in many universities. Among its period of promotion and application, the CDIO initiative has been improved synchronously. Start from the development process of the CDIO syllabus, this paper analyzed the differences between different versions of the CDIO syllabus.

Call for Papers. Redefining academic curricula by breaking down barriers: the STEAM proposal (Science-Technology-Engineering-Arts-Mathematics) / Redefinir los currículos académicos rompiendo fronteras: la propuesta STEAM (Science-Technology-Engineering-Arts-Mathematics)

This article investigates issues of teacher authority and student initiations in a classroom-based social action curriculum project. A teacher (the first author of this article) and his fifth-grade, African-American students conceptualized, designed, and carried out a seven-month-long integrated curriculum and campaign to lobby for a sorely needed new school building in their public-housing neighborhood. (A new school had been promised to the community six years earlier by the board of education.) In the current era of high-stakes testing, teachers are often forced to use prescriptive curricula and are certainly not advised to follow student interests or concerns, especially those teaching children living in poverty. The teacher in this study, however, opted for a curriculum designed to not only teach ideas of democracy, but to also practice direct democratic action. Throughout the article we study the particular instructional and pedagogical practices of the teacher. By analyzing the affordances of the curriculum in relation to democratic participation, we show how the curriculum engaged students in the practices of problem posing, problem solving, and decision making. Throughout the article we explore how authority for classroom process and knowledge were shared by teacher and students, and focus on opportunities the students had to direct the project and classroom curriculum. This article presents a narrative analysis of a Chicago public school fifthgrade classroom where the teacher and his students engaged in a sevenmonth integrated curriculum built around a community-based social action project. In this study, we seek to document the pedagogical practices of the teacher

Early childhood curricula should be authentic and child-centered, however, many teachers still rely on direct instruction lessons. To better define how an integrated curriculum meets the needs of students, this study examined teacher talk and actions during instructional activities with first and second graders under two conditions: (1) subject-integrated social studies lessons of an integrated curriculum unit (experimental condition); and (2) single subject-focused mathematics lessons of a traditional separate subject curriculum (control condition). The mixed-methods study sought to define and compare characteristics of both curriculum approaches. Fourteen hours of observations were collected in each setting. In the integrated curriculum setting, the teacher was a facilitator of teamwork, offering choices, and giving praise; students made choices, decisions, and worked collaboratively. In the traditional setting, the teacher delivered direct instruction and controlled behavior; students followed directions, recalled knowledge, and worked individually. Less teacher energy was expended for behavior management in the integrated curriculum setting, indicating intrinsic motivation of students. Implementation of integrated curricula is recommended because of the student-centered focus that results in greater motivation, ownership, and teamwork, along with deeper knowledge connections. Because many factors hinder implementation, teachers need support when first teaching with this approach.

Recently, the interest in ensuring integration between science and mathematics has been increasing. Taking this interest into consideration, this paper investigates whether or not a programme integrating particular attainments of science and technology, and mathematics classes in Turkey is effective. The study was performed in the educational term of 2007-2008 with 8 th grade students (aged 14 and 15) of a middle school in Ankara. The workgroup in the study consisted of 90 students in total from three classrooms; two of them were the experiment group (30+30 students) and one was the control group (30 students). The mixed method was utilized in the study. The quantitative data obtained from the measurements performed with the tests developed were compared using variance analysis (one-way ANOVA) and covariance analysis (ANCOVA). These findings were discussed by integrating the opinions of the teachers and the students and the qualitative findings obtained from the researcher's log. The outcomes of the study indicated that the programme, called by the researchers "Sciencecentred mathematics-assisted integration", increases the achievement of the students, if applied properly. Nonetheless, the outcomes also indicated that the teachers' lack of content knowledge and basic skills in science and mathematics has an adverse effect on the achievement of the students. It is believed that the outcomes of the study will make a contribution to the institutions educating science and mathematics teachers and to the institutions providing teachers with in-service training.