Case Studies of Multidisciplinary Approaches to Integrating Mathematics, Science and Technology Education

Traditionally, school curriculum has been largely based on the concept that instruction should be separated into distinct subjects for ease of understanding and then reassembled when complex applications are required. Although it is assumed that students readily re-connect their school knowledge and then use it in an applied context outside of the classroom, recent research does substantiate this belief (Crohn, 1983; Hawkins, 1982). Here in lies the crux of the matter, the school curricula is a segregated approach to instructional topics which does not adequately address the reassemblage of topics into a coherent body of knowledge to be used by students.