Abstract:

This study investigates the effects of integrative mathematics and physics teaching on the development of problem-posing skills. A novel model was developed to measure the quality of interdisciplinary problems, employing an index to quantify their excellence. The study involved 25 high school honor students enrolled in an interdisciplinary mathematics and physics program. Data were collected from 50 performance tasks administered to the participants. The results indicate that 84% of the student's demonstrated proficiency in generating interdisciplinary problems. Furthermore, 56% of the students posed problems that encompassed concepts extending beyond the prescribed curriculum. These questions exhibited originality, creativity, and reflected the innocence characteristic of the students' age and perspective. The assessment model presented herein constitutes a noteworthy methodological contribution, with potential applications across various subjects. Remarkably, 20% of the students engaged in self-directed learning on topics that were previously unfamiliar to them, specifically for the purpose of task implementation. This proactive approach to learning enabled them to leverage acquired knowledge in both problem construction and resolution. Although the study focused on mathematics and physics, the proposed model holds promise for adaptation and implementation in diverse subjects and disciplines. The findings from this study may aid stakeholders in informed decision-making regarding the inclusion of interdisciplinary mathematics and physics instruction at an honors level. By recognizing the potential benefits of integrating these subjects, educators and policymakers can enhance the learning experience and academic outcomes of students in diverse academic settings.

Keywords:

Interdisciplinary problem-posing, Mathematics education, Science education, Integrative learning, Assessment model.