Science curriculum components favoured by high school students in Taiwan

2003 ◽  
Vol 37 (4) ◽  
pp. 171-175 ◽  
Author(s):  
Reping Hu ◽  
Wen-Hua Chang ◽  
Chen-Yung Lin
Keyword(s):  
High School ◽  
High School Students ◽  
Science Curriculum ◽  
School Students

scholarly journals High School Students’ Learning and Perceptions of Phylogenetics of Flowering Plants

2014 ◽  
Vol 13 (4) ◽  
pp. 653-665 ◽  
Author(s):  
Julie R. Bokor ◽  
Jacob B. Landis ◽  
Kent J. Crippen
Keyword(s):  
High School ◽  
High School Students ◽  
Scientific Literacy ◽  
Science Curriculum ◽  
Science Research ◽  
School Curriculum ◽  
Student Response ◽  
Flowering Plant ◽  
School Students ◽  
K 12

Basic phylogenetics and associated “tree thinking” are often minimized or excluded in formal school curricula. Informal settings provide an opportunity to extend the K–12 school curriculum, introducing learners to new ideas, piquing interest in science, and fostering scientific literacy. Similarly, university researchers participating in science, technology, engineering, and mathematics (STEM) outreach activities increase awareness of college and career options and highlight interdisciplinary fields of science research and augment the science curriculum. To aid in this effort, we designed a 6-h module in which students utilized 12 flowering plant species to generate morphological and molecular phylogenies using biological techniques and bioinformatics tools. The phylogenetics module was implemented with 83 high school students during a weeklong university STEM immersion program and aimed to increase student understanding of phylogenetics and coevolution of plants and pollinators. Student response reflected positive engagement and learning gains as evidenced through content assessments, program evaluation surveys, and program artifacts. We present the results of the first year of implementation and discuss modifications for future use in our immersion programs as well as in multiple course settings at the high school and undergraduate levels.

scholarly journals DISCOVERY PROGRAM: INTEGRATING BIOMEDICAL ENGINEERING GRADUATE INSTRUCTORS WITH HIGH SCHOOL STEM CURRICULUM

2018 ◽  
Author(s):  
Locke Davenport Huyer ◽  
Genevieve Conant ◽  
Cindy V. Bui ◽  
Ben G. Kinsella ◽  
Andrea Vegh ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Graduate Student ◽  
Student Development ◽  
Biomedical Engineering ◽  
Science Curriculum ◽  
School Science ◽  
High School Science ◽  
School Students ◽  
Discovery Program

Abstract – With the diverse nature of the biomedical engineering (BME) field, high school students are often limited in their understanding of the area during consideration for post-secondary study. In effort to improve student comprehension, as well as provide a unique learning opportunity in STEM (science, technology, engineering, and math) curriculum, graduate students at the Institute of Biomaterials and Biomedical Engineering (IBBME; University of Toronto) have developed and launched the IBBME Discovery Program. In strong collaboration with high school educators, graduate student instructors designed and executed activity- and designbased learning focused on applicable topics in BME aligned with Ontario high school science curriculum learning outcomes. Results from this pilot suggest strong student engagement in data-based experimental learning, and graduate student development in knowledge translation and activity design through collaboration.  These results provide a strong foundation for program growth and quantitative assessment.  

The Materials World Module Series and the Polymer Module: A Design-Oriented Approach to Teach Scientific Concepts to Grades 9-12 Students through Materials Science

2001 ◽  
Vol 684 ◽  
Author(s):  
SonBinh T. Nguyen ◽  
Jennifer K. Cocson ◽  
Carol L. Colby ◽  
Robert P. H. Chang ◽  
Keith E. Miller
Keyword(s):  
High School ◽  
High School Students ◽  
Science Curriculum ◽  
Polymeric Materials ◽  
Building Blocks ◽  
Modern World ◽  
Poly Vinyl Alcohol ◽  
Scientific Concepts ◽  
School Students ◽  
Polymer Properties

ABSTRACTThe Materials World Modules (MWM), funded by the National Science Foundation, is a series of nine short texts that introduce science and scientific concepts to high school students through guided investigations of the materials that surrounds us in the modern world. Designed to be flexible, these modules can be incorporated into a high school science curriculum as a learning-by-inquiry addition to the main science texts. Depending on the time that the teacher has, each module can be covered in 8 to 15 class periods. Using an inquiry method of learning, the modules prompt the students to generate questions about a subject and find experimental approaches which will lead them to the answers. The modules encourage the students to learn by carrying out simple experiments using readily available materials. The Polymers Module of the MWM series aims at introducing the concepts of polymer chemistry and polymeric materials to an audience that has had some exposure to general chemistry. It asks the students to investigate their surroundings to find polymer-based objects and to infer the properties of those objects from knowing the structures of the monomeric building blocks. It introduces the relation between polymer properties and structure and that between polymer properties and molecular weight by suggesting experiments that students can do with poly(vinyl alcohol) and poly(vinyl acetate) films. Finally, it encourages the students to use what they have learned to design simple devices using polymeric materials. An example of such a device is a humidity sensor that is fabricated from thin polymer films.

Computer science curriculum for high school students

1980 ◽  
Vol 12 (1) ◽  
pp. 172-177
Author(s):  
R. M. Aiken ◽  
C. E. Hughes ◽  
J. M. Moshell
Keyword(s):  
High School ◽  
High School Students ◽  
Computer Science ◽  
Science Curriculum ◽  
School Students ◽  
Computer Science Curriculum

scholarly journals Conceptual Understanding and Interest in Kinematics among Senior High School Students of MSU-Saguiaran in a Cooperative Learning Environment

2019 ◽  
pp. 65-75
Author(s):  
Monariza Bacaro
Keyword(s):  
High School ◽  
High School Students ◽  
Cooperative Learning ◽  
Learning Environment ◽  
Conceptual Understanding ◽  
Traditional Method ◽  
Science Curriculum ◽  
Control Group ◽  
Learning Approach ◽  
School Students

This study was conducted to determine the level of conceptual understanding and interest in Kinematics of 66 non-science curriculum high school students under a cooperative learning environment randomly assigned to the control (Traditional Method of Teaching) and experimental group (Cooperative Learning Approach). Student’s level of conceptual understanding was measured using a SOLO level-based Conceptual Understanding Test (CUT) and interest in kinematics was measured using a Student’s Interest in Kinematics Questionnaire. Before intervention, findings revealed that almost all of them could not answer questions that require one piece or more than one piece of given information, fact, or idea, obtained directly from the problem or ideas each used separately. They could not also answer two or more distinct steps, with no integration of the ideas or in doing algorithms with numbers using a set of useful information. Majority of them were on the prestructural and same level of conceptual understanding and has not really understand the concept asked, or with very little understanding, but they differ on interest level in learning kinematics in favour to the students assigned in the control group. After intervention, students exposed to Cooperative Learning Approach have significantly higher Pretest-Posttest mean gain score in the CUT than the students exposed to Traditional Learning Method. Almost half of the respondents were on the unistructural and less than one fourth were on the multistructural SOLO levels of conceptual understanding. However, students exposed to traditional method of teaching have interest that is significantly higher than the students exposed to cooperative learning approach. In terms of students performance students exposed to cooperative learning approach performed significantly higher than the students exposed to traditional teaching methods.

scholarly journals The construction of semantic waves of knowledge-building: High school students´ natural science writing

2019 ◽  
Vol 59 (1) ◽  
pp. 139-152
Author(s):  
Birgitta Svensson
Keyword(s):  
High School ◽  
High School Students ◽  
Natural Science ◽  
Science Curriculum ◽  
Knowledge Building ◽  
Popular Science ◽  
Science Writing ◽  
School Students ◽  
Theoretical Concepts ◽  
Cumulative Knowledge

This paper investigates popular science articles written by Swedish high school students as part of a project aimed at building their knowledge of the content of their natural science curriculum by integrating it with their Swedish language studies. This work, an effort to promote content-area literacy and knowledge-building, was undertaken during their project time. By analyzing the students´ texts, the purpose of the study was to access their value as knowledge-building tools. The analysis of the texts was carried out utilizing Maton´s (2013) theoretical concepts of waves of semantic density and semantic gravity, which are seen as a prerequisite for cumulative knowledge-building. The investigation extends previous studies on semantic waves since it incorporates into the analyses both linguistic features and visual elements. The students were writing in pairs and a total of six texts were analyzed. The text analyses showed three different types of semantic profiles, with four of the texts including features that served as means of cumulative knowledge-building. In a concluding section, some pedagogical implications of the study are considered. 

scholarly journals Teaching and learning cinema and visual languages through economics-business studies and law in high school: An experimental interdisciplinary approach

2016 ◽  
Vol 8 (1) ◽  
pp. 62
Author(s):  
Anna Poli ◽  
Fulvio Benussi
Keyword(s):  
High School ◽  
High School Students ◽  
New Media ◽  
Teaching And Learning ◽  
Science Curriculum ◽  
Interdisciplinary Approach ◽  
Online Marketing ◽  
School Students ◽  
Business Studies ◽  
The Media

In Italy, little is being done to promote cinema studies and the ability to analyse films and/or multimedia works among high school students. Although Italian legislation provides guidelines on specific learning objectives, activities and content to be included in high school courses, film and media language is still not encouraged in schools. The pilot introduction of cinema at the C. Tenca High School in Milan had the aim of demonstrating the value of film as an educational and epistemological resource and fostering the development of innovative interdisciplinary teaching strategies. Themes related to cinematographic language, Economics-Business Studies and law were introduced and analysed via the exploration of early films (late 1800s and early 1900s). The students investigated the topics of advertising, building a brand name, online marketing and the role of the media in shaping public opinion. In order to enhance students’ skills in analysing interactive communications, we introduced the themes of data journalism and fact-checking. The results are discussed in terms of a possible role for Cinema in the study of Economics-Business Studies and Law and of how cinema might become an interdisciplinary resource for other school subjects. Keywords: Secondary School Social Science Curriculum, Interdisciplinary Approach, Cinema, Economics-Business Studies and Law, New Media, Promoting Active Learning.

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