The curriculum integration between algebra II and chemistry was investigated during a unit on gas laws. High school students enrolled in both algebra II and chemistry and their teachers participated in the qualitative study. Data were analyzed using a scheme developed from the findings of Lemke and Lampert. Important to the study were linguistic register findings, integration barriers and perceptions held by students. / The study examined three areas of analyses of linguistic registers including cognitive (personal and within each course), interactive (personal between courses) and negotiation (interactive between students) as questions of how students constructed meaning using their registers were explored. / Eleven assertions were constructed that identified areas of problem solving approaches, perceptions of course applications, possibilities of and barriers to course integration, linguistic register findings and student perceptions of curriculum. The assertions were used to enhance understanding of student difficulty in relating knowledge constructed in algebra II for use in construction of knowledge in chemistry. / The assertions were used to identify applications and implications for the results of this study that may be applied to teaching and learning algebra II and chemistry. / Source: Dissertation Abstracts International, Volume: 54-12, Section: A, page: 4402. / Major Professor: Kenneth G. Tobin. / Thesis (Ph.D.)--The Florida State University, 1993.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_77059 |
| Contributors | Olson, Jean Kathryn., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 217 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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