Yesterday I bemoaned the large separation between the teaching of high school math and the teaching of high school physics. Let’s go beyond that, and ask the question “What would it mean for these two topics to be taught in a coordinated way?”
Could our high schools integrate such topics together in a more seamless manner? I wonder whether the impediment is not so much an inherent issue, but rather something structural.
Perhaps there is something fundamental in the process of high school level education that requires keeping subjects separate. It might be that practical organizational issues, from the choice of a textbook to the training of teachers, actually rely on there being a clear intellectual firewall between different topics.
An alternative explanation, of course, is that there is no reason for the lack of coordination between courses, other than “That’s how we’ve always done it.”
If that is the case, then perhaps it is time to work out a more integrated curriculum. And then to do systematic user testing to validate whether such an approach would, in fact, create a better general appreciation for, and mastery of, math, physics, and the interactions between those topics.