Saturday Night Live Goes to High School: Conducting and Advising a Political Science Fair Project

2010 ◽  
Vol 43 (04) ◽  
pp. 767-771 ◽  
Author(s):  
Meg Allen ◽  
Paul R. Brewer
Keyword(s):  
High School ◽  
High School Students ◽  
Political Science ◽  
Science Research ◽  
Research Process ◽  
Science Fair ◽  
School Students ◽  
Saturday Night Live ◽  
Science Fair Project ◽  
Political Science Education

AbstractThis article uses a case study to illustrate how science fair projects—which traditionally focus on “hard science” topics—can contribute to political science education. One of the authors, a high school student, conducted an experimental study of politics for her science fair project. The other author, a faculty member, was asked to advise the student on the project to allay initial skepticism about its focus on a “soft science” topic. The results of the experiment indicated that exposure to a televised comedy sketch about the 2008 presidential campaign yielded learning effects and fostered political interest among high school students. The authors recommend political science fair projects as tools for introducing precollegiate students to the political science research process and offering political scientists opportunities to educate students beyond the university setting.

scholarly journals High school science fair: Experiences of two groups of undergraduate bioscience students

PLoS ONE ◽  
2021 ◽  
Vol 16 (6) ◽  
pp. e0252627
Author(s):  
Frederick Grinnell ◽  
Simon Dalley ◽  
Joan Reisch
Keyword(s):  
High School ◽  
High School Students ◽  
Medical Center ◽  
Science Research ◽  
School Science ◽  
Medical Institute ◽  
High School Science ◽  
Science Fair ◽  
School Students ◽  
Science Fairs

Science fairs offer potential opportunities for students to learn first-hand about the practices of science. Over the past six years we have been carrying out voluntary and anonymous surveys with regional and national groups of high school and post high school students to learn about their high school science fair experiences regarding help received, obstacles encountered, and opinions about the value and impact of science fair. Understanding what students think about science fairs will help educators make science fairs more effective learning opportunities. In this paper, we focus on the findings with two national groups of post high school students–undergraduate research fellows (SURF students) who did research at UT Southwestern Medical Center during 2014–2019 and undergraduates biology students attending the 2019 Howard Hughes Medical Institute Science Education Alliance (SEA) summer symposium. About 25% of the students who completed surveys indicated that they had participated in high school science fair, but more than half attended high schools where science fairs were unavailable. Effectively, 6 out of every 10 students participated in science fair if available. Students who could have participated in high school science fair but chose not to do so identified not enough time and coming up with their project idea as major reasons why not. About half the SURF students favored requiring non-competitive science fair regardless whether they themselves had participated in science fair. On the other hand, less than 1 in 5 thought that competitive science fair should be required. Introduction to the scientific process and general learning were mentioned most frequently as the reasons to require non-competitive science fair; these reasons were mentioned rarely in connection with competitive science fair. Unlike the national cohort of high school students we surveyed previously, who mostly did science fair in 9th and 10th grades, SURF students participated in science fair throughout high school and were twice as likely as high school students to have carried out science fair more than once. In conclusion, our findings suggest that participation of the undergraduate bioscience majors in high school science fairs occurs far more frequently than recognized previously and provide insights into how these successful college students (gauged by the fact that they are doing summer science research) view science fairs. The findings emphasize further the importance of incentivizing rather than requiring science fair participation, especially in 9th and 10th grades, and the potential value of developing non-competitive science fairs.

scholarly journals Correction to “A Reverse Science Fair that Connects High School Students with University Researchers”

2019 ◽  
Vol 96 (11) ◽  
pp. 2677-2677
Author(s):  
Brian Mernoff ◽  
Amanda R. Aldous ◽  
Natalie A. Wasio ◽  
Joshua A. Kritzer ◽  
E. Charles H. Sykes ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Science Fair ◽  
School Students

scholarly journals 0245 Relationship of Chronotype with Sleep Duration, Daytime Sleepiness, and Sustained Attention in High School Students: A Pilot Study

SLEEP ◽  
2020 ◽  
Vol 43 (Supplement_1) ◽  
pp. A94-A94
Author(s):  
S W Morrison ◽  
F A Scheer ◽  
I C Mason
Keyword(s):  
High School ◽  
High School Students ◽  
Sleep Duration ◽  
Extracurricular Activities ◽  
Sustained Attention ◽  
Daytime Sleepiness ◽  
Science Research ◽  
School Students ◽  
School Schedule ◽  
Relationship Of

Abstract Introduction People with a later chronotype typically sleep later and perform better later in the day. In an early high school schedule, students with later chronotypes earn lower average grades than those with earlier chronotypes. However, other effects of late chronotype on high school students are poorly understood. This study examined the relationship of chronotype with sleep duration, daytime sleepiness and sustained attention in high school students. Methods This study was conducted at Byram Hills High School in Armonk, NY, where classes begin at 7:45am. During three class periods, 36 participants (female n=24, n=12, 14–17 years old) completed the Morning-Eveningness Questionnaire (MEQ), Karolinska Sleepiness Scale (KSS), and Psychomotor Vigilance Test (PVT) during their class. Subjects recorded time spent on homework/extracurricular activities and bedtime/waketime from the night prior to the assessment. Results Later chronotype (lower MEQ score) was significantly associated with later bedtime, shorter sleep duration, and increased sleepiness (r=-0.82, p<0.001; r=0.72, p<0.001; and r=-0.40, p=0.016; respectively). Shorter sleep duration was significantly correlated with increased sleepiness (r=-0.34, p=0.045). Increased workload (time on homework/extracurriculars) was significantly associated with later bedtime (r=0.42, p=0.011). Chronotype, sleep duration, and sleepiness showed no significant association with PVT scores (r=-0.16, p=0.360; r=-0.10, p=0.933; r=0.09, p=0.619, respectively); however, increased workload was significantly associated with increased PVT scores (r=-0.35, p=0.041). Conclusion These results are important for the wellbeing of high school students, as they show relationships between late chronotype, short sleep, and increased sleepiness during class in an early school schedule. Further research is needed to determine the best school schedule for high school students based on individual differences in chronotype. Support We thank the Authentic Science Research program at Byram Hills High School, specifically teachers Mrs. Stephanie Greenwald, Dr. Caroline Matthew, and Mrs. Megan Salomone.

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 Balloon Launches Introduce Students to Space Science

Eos ◽  
2016 ◽  
Author(s):  
Charles Smith ◽  
Peter Bloser ◽  
Noe Lugaz ◽  
Louis Broad ◽  
Scott Goelzer ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
High Altitude ◽  
New Hampshire ◽  
Research Training ◽  
Science Research ◽  
School Students ◽  
Research Training Program ◽  
The University ◽  
University Of New Hampshire

High school students launch their own high-altitude payloads and learn from their successes and failures through a science research training program led by the University of New Hampshire.

This Is How I Learn

2017 ◽  
pp. 178-192
Author(s):  
Jessica H. Burbach ◽  
Staci B. Martin ◽  
Javonta Arnold-Fowlkes ◽  
Johnathan Sakaith ◽  
Cheyenne Julius ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Collective Identity ◽  
Alternative High School ◽  
Research Process ◽  
Learning Tools ◽  
School Students ◽  
Student Collaboration ◽  
Post Secondary ◽  
High School Classroom

This chapter presents research on how Culturally Responsive Mathematics Teaching (CRMT) and a critical hope framework can be used as learning tools in the alternative high school classroom. Our study shows how 12 high school students and two teachers, one in high school and one in post-secondary, can work together to nurture students' personal and collective identity, agency, and hope. We use the concept of the “six words” from the Race Card Project (Norris, 2015) to co-create spaces that question the dominant narrative, which describes students as dropouts, and that offer spaces of hope and solidarity. As researchers, we believe without student collaboration in the research process itself, their voices will be muted in the academic language describing them and the dominant narrative that disempowers them. We believe that we have not achieved a true social justice curriculum until there is action where hope can surface (Freire, 1970).

The Nanoscience and Engineering High School Research Internship program at the University of Alabama

2007 ◽  
Vol 1046 ◽  
Author(s):  
David E. Nikles ◽  
Gregory B. Thompson
Keyword(s):  
High School ◽  
High School Students ◽  
Materials Science ◽  
Basic Research ◽  
School Science ◽  
High School Science ◽  
Science Fair ◽  
Research Experience ◽  
Senior Year ◽  
School Students

AbstractThe Center for Materials for Information Technology provides a ten-week summer research experience in nanoscience and engineering for high school students. The students were between their junior and senior year or their sophomore and junior year and were interested in a career in scientific research. Each student had their own research project within the general theme of metal alloy nanoparticles. They were trained in safe laboratory practice and could prepare their own particles independently. Each used x-ray diffraction and SEM EDX to characterize the structure of their nanoparticles. They also identified potential applications for their particles such as magnetic recording, fuel cell catalysis and cancer therapy. Many of the students accomplished enough research to submit competitive entries to regional and national high school science fairs. Two were semi-finalists in the Siemens-Westinghouse Competition. Another won the West Alabama Science Fair and competed in the Intel International Science Fair. This program provided the high school students with a vision for the breadth and excitement of doing basic research in materials science.

Turning High School Students into MRS Authors and Presenters: The Magic of the Garcia Summer Scholars Program

MRS Advances ◽  
2017 ◽  
Vol 2 (31-32) ◽  
pp. 1621-1627
Author(s):  
Rebecca Isseroff ◽  
Julia Budassi ◽  
Miriam Rafailovich
Keyword(s):  
High School ◽  
High School Students ◽  
Economic Status ◽  
Science Research ◽  
School Students ◽  
Scientific Performance ◽  
Socio Economic Status ◽  
Hands On ◽  
Diverse Backgrounds ◽  
Positive Effect

ABSTRACTMore than 50 high school students each year learn how to conduct science research at the Garcia Summer Scholars Program at Stony Brook University through hands-on, inquiry-based methods. Started in 1998, the program has already provided hundreds of students from diverse backgrounds a unique opportunity for outstanding scientific performance and achievement. In this paper, we present a brief overview of how the program operates as well as several case studies that display the effect of the Garcia Program on student accomplishment. The evidence provided demonstrates that the Garcia Program has had an overwhelmingly positive effect on its many student participants, regardless of their background or socio-economic status.

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