How do differences in relating mathematics to science affect eighth graders' learning?

The present study examined whether instructions emphasizing the relations between science and mathematics would improve students' learning of science. Students in 2 public junior high school classes received 1 of 2 types of instruction concerning the physical law predicting that the weight of oxidized metal is proportionate to the weight of the metal before oxidation. Students in the experimental class first deduced the physical law from an atomic model, and then, in order to obtain the proportion of the weight of the metal to the oxidized metal, designed 2 experiments by themselves, using what they had learned about proportionality in their mathematics class. 2 teachers were in charge of the experimental class: a science teacher and a mathematics teacher. The students in the control class induced the physical law from experiments on the oxidation of magnesium. They designed an experiment to obtain the proportion of the weight of the metal to the oxideized metal, but did this 1 time only, and only 1 teacher (a science teacher) was in charge of their class. It was found that the students in the experimental class did better on tests involving calculations based on physical laws, and took measurement errors into consideration more appropriately, than did students in the control class.