Understanding Causality in Science Discourse for Middle and High School Students. Summary Task as a Strategy for Improving Comprehension

2015 ◽  
pp. 75-98 ◽  
Author(s):  
Jose A. León ◽  
Inmaculada Escudero
Keyword(s):  
High School ◽  
High School Students ◽  
School Students ◽  
Science Discourse

scholarly journals Infografías científicas en secundaria: complejos de significados multimodales en ensambles compuestos verbales-visuales

2021 ◽  
Vol 58 (2) ◽  
Author(s):  
Len Unsworth ◽  
Keyword(s):  
High School ◽  
High School Students ◽  
Meaning Making ◽  
School Science ◽  
High School Science ◽  
Language Resources ◽  
Achievement Level ◽  
School Students ◽  
Science Discourse ◽  
Systemic Functional Linguistic

The complexity of science discourse has long been recognized as challenging for many students. Systemic functional linguistic accounts of technicality and meaning aggregation, differentiating scientific and everyday discourse, have explicated the linguistic complexity confronting students. The complexity of images and image-language ensembles in science discourse has not been similarly delineated. Two aspects of multimodal meaning-making have not been sufficiently theorized to support pedagogies of visualization interpretation and creation in science: (1) the role of the verbiage within scientific visualizations has been largely ignored; (2) image analysis has emphasized single-structure images, e.g. narrative or classificational or analytical, whereas multiple structures in a single image is a frequent and significant resource in science. This paper outlines a framework describing the co-deployment of image and verbiage to construct multi-structure image-language ensembles in high school science textbooks. Using this framework two investigations are described: (1) variation among textbook infographics in image-language co-articulation representing meaning complexes of phenomena such as mitosis; (2) the relationship between co-articulation of image-language resources and achievement level in infographics constructed by senior high school students. Implications are drawn for extending transdisciplinary research in educational semiotics and science education and for pedagogies of multimodal disciplinary literacy development in high school science.

Articulatory Intervention for the Visually Impaired

1979 ◽  
Vol 10 (3) ◽  
pp. 139-144
Author(s):  
Cheri L. Florance ◽  
Judith O’Keefe
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Change ◽  
Visually Impaired ◽  
School Students ◽  
Handicapped Children ◽  
Paired Stimuli ◽  
Visually Handicapped ◽  
Parent Program

A modification of the Paired-Stimuli Parent Program (Florance, 1977) was adapted for the treatment of articulatory errors of visually handicapped children. Blind high school students served as clinical aides. A discussion of treatment methodology, and the results of administrating the program to 32 children, including a two-year follow-up evaluation to measure permanence of behavior change, is presented.

A Triarchic Analysis of an Aptitude-Treatment Interaction

1999 ◽  
Vol 15 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Robert J. Sternberg ◽  
Elena L. Grigorenko ◽  
Michel Ferrari ◽  
Pamela Clinkenbeard
Keyword(s):  
High School ◽  
High School Students ◽  
Introductory Psychology ◽  
College Level ◽  
School Students ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction ◽  
Psychology Course

Summary: This article describes a triarchic analysis of an aptitude-treatment interaction in a college-level introductory-psychology course given to selected high-school students. Of the 326 total participants, 199 were selected to be high in analytical, creative, or practical abilities, or in all three abilities, or in none of the three abilities. The selected students were placed in a course that either well matched or did not match their pattern of analytical, creative, and practical abilities. All students were assessed for memory, analytical, creative, and practical achievement. The data showed an aptitude-treatment interaction between students' varied ability patterns and the match or mismatch of these abilities to the different instructional groups.

Identity Exploration and Commitment of Albanian Youth as a Function of Social Opportunity Structure

2006 ◽  
Vol 11 (4) ◽  
pp. 268-276 ◽  
Author(s):  
Aida Orgocka ◽  
Jasna Jovanovic
Keyword(s):  
High School ◽  
High School Students ◽  
Identity Development ◽  
Youth Development ◽  
Female Students ◽  
Male Students ◽  
Opportunity Structure ◽  
School Students ◽  
Identity Exploration

This study examined how social opportunity structure influences identity exploration and commitment of Albanian high school students. A total of 258 students completed a questionnaire that gauged their identity exploration and commitment in three domains: education, occupation, and family. ANOVA results indicated that, overall, students scored highest in exploration in the domain of education and in commitment in the domain of family. Students' exploration and commitment were linked to gender. Albanian female students scored higher than male students in exploration and commitment regarding education and family. Perceived work opportunities in Albania or abroad also significantly moderated participants' exploration in the domain of education and were associated with commitment in education and occupation. As one of the first studies to explore Albanian youth's identity development in relation to social opportunity structure, findings are discussed in light of furthering the field of Albanian adolescent and youth development.

Mobilizing for Some

2016 ◽  
Vol 28 (3) ◽  
pp. 123-135 ◽  
Author(s):  
Raffael Heiss ◽  
Jörg Matthes
Keyword(s):  
High School ◽  
Social Media ◽  
High School Students ◽  
Experimental Design ◽  
Collective Efficacy ◽  
Political Efficacy ◽  
Negative Effects ◽  
School Students ◽  
Positive Effects ◽  
Specific Factors

Abstract. This study investigated the effects of politicians’ nonparticipatory and participatory Facebook posts on young people’s political efficacy – a key determinant of political participation. We employed an experimental design, using a sample of N = 125 high school students (15–20 years). Participants either saw a Facebook profile with no posts (control condition), nonparticipatory posts, or participatory posts. While nonparticipatory posts did not affect participants’ political efficacy, participatory posts exerted distinct effects. For those high in trait evaluations of the politician presented in the stimulus material or low in political cynicism, we found significant positive effects on external and collective efficacy. By contrast, for those low in trait evaluations or high in cynicism, we found significant negative effects on external and collective efficacy. We did not find any effects on internal efficacy. The importance of content-specific factors and individual predispositions in assessing the influence of social media use on participation is discussed.

High School Students' Perceptions of AIDS Risk Behavior

1993 ◽  
Author(s):  
M. M. Gladis ◽  
J. L. Michela ◽  
H. J. Walter ◽  
R .D. Vaughan
Keyword(s):  
High School ◽  
High School Students ◽  
Risk Behavior ◽  
School Students ◽  
Aids Risk ◽  
Aids Risk Behavior

School-Related Social Behaviors in Japanese High School Students

2001 ◽  
Author(s):  
Kotaro Hagiwara ◽  
K. Roger Van Horn ◽  
Koji Tamase
Keyword(s):  
High School ◽  
High School Students ◽  
Social Behaviors ◽  
School Students
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