The BerlinWhite Integrated Science and Mathematics BWISM Model

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The Berlin-White Integrated Science and
Mathematics (BWISM) Model

• Donna Berlin Arthur White, 1994
• Presented by Joan Johnson
• ELED 415-31

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BWISM Model provides a template to
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Science and math related experiences need to
be made personal and relevant to students
immediate and future interests and needs.

• Problem Examples
• Garden plot efficiency
• Bouncing ball variables
• Gas economy
• Bathroom tiling

• Solutions to real world problems depend upon an
  understanding of math science in an integrated
  way.

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Connect school science and mathematics to
street science and math,or real life
applications
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Education reform documents

• NCTM, 1989
• NRC, 1990, 1993
• Rutherford Ahlgren, 1990

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Education reform goals

• Develop in students a functional level of science
  and math literacy
• Create motivation to excel
• Reveal propensity to select science and math
  related careers

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Literature abounds with terms and
definitions related to the integration of science
and mathematics education. A common language
must first be established.
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Integration of science and mathematics cannot
be simply defined because it involves a broad
range of aspects.
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Integration of science math cannot be simply
defined because it involves a broad range of
aspects
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Integration of science and mathematics cannot
be simply defined because it involves a broad
range of aspects.
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Integration of science and mathematics cannot
be simply defined because it involves a broad
range of aspects.
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BWISM Model identifies 6 aspects

• Ways of learning
• Ways of knowing
• Process and thinking skills
• Content knowledge
• Attitudes and perceptions
• Teaching strategies

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1.WAYS OF LEARNING How students experience,
organize, and think

• Students must be involved
• Opportunities for social discourse
• Situated in familiar surrounding
• Experience serves as context
• Studies of cognitive- and neuro-psychology

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2.WAYS OF KNOWING How students make sense of
their world

• Inductive
• Deductive

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• Induction
• The process of looking at examples to
  find a pattern
• to translate into a rule.
• Deduction
• The application of this rule
• into a new context.

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3.PROCESS THINKING SKILLS The ways we
collect and use information

• Investigation
• Exploration
• Experimentation
• Problem-solving

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Thinking skills include

• Classifying, collecting, organizing data
• Developing models, estimating, graphing,
  inferring interpreting data

• Hypothesizing, measuring , observing,
  predicting
• Communicating and controlling variables in
  experimentation

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4.CONTENT KNOWLEDGE The overlap of science
mathematics content

• Examine the concepts, principles, and theories of
  science and math to identify the big ideas.

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Some big ideas include

• Balance
• Conservation
• Equilibrium
• Measurement
• Models
• Patterns
• probability

• Reflection
• Refraction
• Scale
• Symmetry
• Systems
• Variables
• vectors

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5.ATTITUDES PERCEPTIONS What children
believe about science math

• Values
• Attitudes How do they feel about their
  involvement?
• Confidence in their ability to do science and
  math
• Motivation to achieve based upon personal
  social issues and interests

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Shared attitudes between science math include

• Acceptance of changing nature of science math
• Base decisions actions on data
• Desire for knowledge
• Cooperation

• A healthy degree of skepticism
• Honesty objectivity
• Logical reasoning
• Willingness to consider other options

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6.TEACHING STRATEGIES How students acquire
science math habits at the same time

• Time for collaborative individual inquiry-based
  problem solving
• Opportunities for communication, and use of labs
  instrumentation
• Use of technology
• Opportunities for successful outcomes
• Alternative and authentic assessments

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We must constantly attend to bridging the gap
between school science mathematics, and real
world science math
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IMPLICATIONS

• Value is in identifying the connections among
  these 6 aspects
• Use these 6 aspects as a guide in the development
  of new materials
• Use them to frame a common language
• Use them to develop definitions to advance the
  research base

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