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Abstract
This study examines the effectiveness of integrating geography into existing math and science curriculum to teach climate change and sea level rise. The desired outcome is to improve student performance in all three subjects. A sample of 120 fifth graders from three schools were taught the integrated curriculum over a period of two to three weeks. They were given a pretest and posttest comprised of questions measuring knowledge relevant to the lesson in terms of geography, math, science, and spatial skills. Paired-samples t-tests were conducted to determine significant differences in student performance. These t-tests indicate statistically significant improvements in all but one instance across all subjects, at all schools for both boys and girls. No statistically significant results were observed for a control group of an additional twenty-seven fifth graders. These results demonstrate the value of combining geography with math and science to improve student performance in STEM knowledge.
Additional information
Notes on contributors
Ray Oldakowski
Ray Oldakowski is a professor of geography at Jacksonville University, Jacksonville, Florida, USA. He also serves as the coordinator for the National Geographic State Bee for Florida. His research interests are in geography education, cultural geography, and Central and South America.
Ashley Johnson
Ashley Johnson is an assistant professor of geography at Jacksonville University, Jacksonville, Florida, USA. She also serves as chair of the university's sustainability program. Her research interests include GIS, geography education, and marine and coastal spatial planning.