The Mathematics, Science, and Technology (MST) initiative, discussed in Chapter 13 of Science Stories, is a fresh approach to the teaching of science and math. This page offers some background on MST. For illustrations of how MST might work in your own classroom, see the MST Stories and Sample MST Projects. You can also review the MST Standards established by New York State.

Essentially, MST is a way of thinking about integrating scientific inquiry, mathematical analysis, and design technology in the school curriculum. In this approach, computer technology plays a major role as a tool for brainstorming, doing research, and presenting information.

Those are impressive-sounding statements! But what exactly do we mean by scientific inquiry and design technology?

Scientific Inquiry

Scientific inquiry is a multifaceted activity. According to the National Science Education Standards, scientific inquiry is the process by which scientists—and students of science—"study the natural world and propose explanations based on the evidence derived from their work" (National Research Council, 1996, p. 23).

Students engaged in scientific inquiry make observations, pose questions, gather and analyze data, make interpretations, and communicate their ideas. Often, in the process of inquiry, one exploration leads to another as the students investigate the natural world. Students involved in this process usually explore a problem over a period of time. They test and retest their ideas.

In authentic scientific inquiry in the classroom, students inquire about questions that are generated by their own investigations as well as those provided by the teacher. Often a classroom where students are engaged in inquiry activities resembles a miniature circus: various groups are engaged in different activities—different aspects of the investigation—at the same time.

Design Technology

Design technology has become increasingly important during the information technology revolution. Students are surrounded by various types of designs for web sites, computers, computer software and accessories, cellular telephones, audio equipment, and digital devices of all types. The impact is felt in many fields of learning—in the humanities as well as the sciences—and there is a growing need to integrate design technology into the school curriculum.

Like scientific inquiry, design technology forms an essential part of the National Science Education Standards (National Research Council, 1996, pp. 106-107). In design technology activities, students are asked to solve a problem, often called a "design challenge," by constructing a product or process that meets stated specifications.

As an illustration, a group of second graders may be challenged to design a "home" for their land snail. In this case, one specification may be the measurements for the home: for example, no taller that 6 cm and no wider than 8 cm. Another specification may be that the home provide the snail with all the materials it needs to survive.

The students then implement the design process under the constraints of their environment. In the snail home project, one constraint may be that the students must use the shoeboxes provided in the classroom.

After designing and constructing their solutions with the materials present in their classroom and in their imaginations, the students evaluate their work. Then, often, they redo their designs, and the design challenge becomes an iterative process.

For more on design technology, see the web site of the International Technology Education Association, the largest professional education association and information clearinghouse devoted to enhancing technology education in our schools. By technology education, we mean the use of open-ended, problem-based design activities such as those described in the textbook. This site can connect you to design technology resources that can be applied when you do science with your students.

Comparing Scientific Inquiry and Design Technology

The process of technological design parallels the process of scientific inquiry. As part of scientific inquiry, students are engaged in the exploration and analysis of natural phenomena. They manipulate materials, design experiments, make observations and inferences, and try to find answers to problems that they themselves pose. As part of design technology, students plan, research, design, and construct solutions that lead to a product or a process.

The goals of scientific inquiry involve a better understanding of the natural world. The goal of technological design is to provide a solution to a problem in the human-made world. Technological design seeks to modify the world to meet human needs.

MST in Action

Clearly, scientific inquiry and design technology relate closely to one another, and it makes sense to teach them in a coordinated fashion. This is what the MST approach is about. When we combine design technology, scientific inquiry, and mathematics, we ask students to solve a problem that requires them to use some of the scientific and mathematical ideas they are exploring in order to solve a design challenge. For example, if we are teaching a fourth-grade unit about rain forests and we challenge students to design a rain-forest brochure for travelers, we are engaging students in applying what they know about rain forests.

MST activities generally involve project-based learning (PBL). (If you're not familiar with this concept, see Houghton Mifflin's Project-Based Learning Space for background and examples.) Central to MST is the understanding that students become active learners when they are engaged in experiences related to a meaningful context—a larger purpose. By giving students a chance to direct their own learning, MST projects stimulate a need to know and encourage students to acquire the skills they need to solve a problem.

MST work is also a collaborative process. Students work in cooperative learning groups (see Chapter 11 of Science Stories) as they engage in brainstorming and do background research to prepare and implement their designs. At the end of the project, when they present their designs, students discuss not only the final product but also the process by which they achieved it.

The MST approach has been gathering increased support from educators and research agencies. For example, the MSTe Program—the "e" designating a focus on elementary schools—is a major project intended to help teachers in grades K-6 integrate mathematics, science, and technology across curriculum areas. Funded by the National Science Foundation, the program involves developing MST leadership teams that will then conduct workshops for elementary and middle school teachers. Janice Koch, the author of Science Stories, is one of the project directors.

To explore MST further, review the MST Standards and read MST Stories, a pair of science stories illustrating how MST has been applied in actual classrooms. If you're inspired to use this approach in your own teaching, the Sample MST Projects offer model lessons.

Reference

National Research Council. (1996). The National Science Education Standards. Washington, DC: National Academy Press.