Project MICRO: Science Excitement in Middle Schools

2012 ◽  
Vol 20 (3) ◽  
pp. 42-44 ◽  
Author(s):  
Caroline Schooley
Keyword(s):  
High School ◽  
Young People ◽  
Middle Schools ◽  
Middle School Teachers ◽  
Outreach Program ◽  
School Teachers ◽  
Curriculum Research ◽  
Important Time ◽  
Science Classes ◽  
Additional Exposure

MICRO, an acronym for Microscopy In Curriculum—Research Outreach, is the outreach program for middle schools sponsored by the Microscopy Society of America (MSA). Middle schools are the battleground for minds of young people because this is an important time for students to make decisions about whether to take science classes in high school. Unfortunately, the majority of middle school teachers are not adequately prepared to teach science; therefore, additional exposure to science may encourage students' interest.

scholarly journals Intense Teaching Schedule in Israeli Teachers

2021 ◽  
Vol 8 (3) ◽  
pp. 329-348
Author(s):  
Yaffa Buskila ◽  
Tamar Chen-Levi
Keyword(s):  
High School ◽  
Middle School ◽  
High Schools ◽  
Middle Schools ◽  
Primary School ◽  
Middle School Teachers ◽  
Primary Schools ◽  
School Teachers ◽  
The Third ◽  
Student Achievements

The teaching profession is highly stressful. Stress is a negative phenomenon that develops under conditions of uncontrollable, prolonged and increased pressure. In this study, our goal is (a) to investigate teachers' perception of the sources of stress in school in light of the neoliberal reforms and (b) to compare these sources of stress in primary school, middle school and high school teachers. We hypothesize that the demands and the workload to improve scores in standardized tests, increase the need of teachers to take work home. Therefore, home demands may conflict with school demands. Furthermore, the greatest pressure is on elementary and middle school teachers: Early efforts to improve student achievements in the lower grades would result in better-prepared students in high schools. Data about the sources of stress is based on a previous study of Buskila, Buskila, Giris and Ablin (2019) that investigated the connection between the effects of stress on teachers on somatic syndromes. Three hundred and twenty-one public school teachers working in the Ministry of Education (MOE) in Israel participated in the study. Findings of the mean of the entire samples revealed that the highest level of stress was caused by intense teaching schedule with insufficient breaks. The second cause was related to the composition of the students in the class, and the third was home demands conflicting with school demands. In the middle schools, the highest levels of stress are caused by school principals (M=5.98, SD=3.09) and second is in high school (M=5.00, SD=3.33). The highest level of stress caused by the superintendent is on primary school teachers (M=3.97, SD=3.33) and the second are the middle school teachers (M=3.79, SD = 2.95). The lowest stress level was in high school (M=2.68, SD=2.83). Three significance differences of stress were found among primary, middle, and high schools: The school principal is the highest source of pressure in the middle schools (P=.034), and the superintendent causes the highest level of stress in primary schools (P=.006). The third cause was in high school, related to physical school conditions (p=.002). These results are relevant to teachers, educators, and policy makers involved in planning and managing educational strategies and teachers’ schedules. Identifying and preventing the sources of stress can facilitate better teaching conditions, and a more effective and efficient atmosphere in school. Keywords: Stress at school, teachers' stress, causes of stress in school

scholarly journals The Microscopy Society Of America's Project MICRO: The Vermont Experience

2000 ◽  
Vol 8 (10) ◽  
pp. 18-19
Author(s):  
Douglas J. Taatjes ◽  
Janet Schwarz
Keyword(s):  
Middle School ◽  
Middle School Teachers ◽  
Scientific Method ◽  
University Of California ◽  
Web Page ◽  
School Teachers ◽  
Curriculum Research ◽  
Teacher's Manual ◽  
The University ◽  
Lawrence Hall Of Science

Project MICRO (Microscopy in Curriculum - Research Outreach) is an initiative by the Microscopy Society of America (MSA) to connect scientists with middle school teachers in an effort to introduce young students to the scientific method. Through a collaboration with the Lawrence Hall of Science (LHS) at the University of California, Berkeley, a teacher's manual was produced as part of the LHS GEMS (Great Explorations in Math and Science) series. This manual, entitled “Microscopic Explorations”, can be used by scientists and middle school teachers alike to prepare a Project MICRO “Festival” to be presented in the classroom. Detailed information concerning Project MICRO in general, and the Microscopic Explorations manual can be obtained from the Project MICRO web page from MSA (http://www.msa.microscopy.com/ProjectMicro/PMHomePage.html).

scholarly journals Analysing Dialogue in STEM Classrooms in Ecuador: A Dual Socioeconomic Context in a High School

2020 ◽  
Vol 9 (2) ◽  
pp. 194
Author(s):  
Lay-Wah Carolina Ching-Chiang ◽  
Juan Manuel Fernández-Cárdenas
Keyword(s):  
High School ◽  
Developing Countries ◽  
Transformative Learning ◽  
High School Teachers ◽  
Stem Education ◽  
School Teachers ◽  
Social Approach ◽  
Science Technology ◽  
Vice Chancellor ◽  
Science Classes

Science, Technology, Engineering and Maths education (STEM Education) is presented as a way to reduce marginalisation and promote inclusion in developing countries. This qualitative study aims to identify ways of reducing marginality and promoting inclusion through dialogic and transformative learning by high school teachers of the New Harvest School (NHS), particularly in STEM Education. Method: The study was carried out within the framework of the critical social approach identifying four characteristics of dialogism. The data comprised ethnographic observations of classes, and interviews with the selected teachers, the vice-chancellor and the administrator of the institution. Results: The dialogic characteristics of sequentiality, positioning, historicity and plurality were found in the science classes taught by the institution. Teachers have curricular knowledge capabilities regarding STEM education; however, recommendations were presented regarding the dialogic training that teachers should have, which made this study particularly relevant for improving teachers’ skills in this field. This article suggests options to create spaces for the use of educational dialogue and a liberating practice of education.

scholarly journals Meaning Construction of Multimodal Discourse in High School English PPT Courseware—A Case Study of the 10th National Demonstration Lectures for High School English Teachers

2019 ◽  
Vol 9 (9) ◽  
pp. 1134
Author(s):  
Yanling Zheng
Keyword(s):  
High School ◽  
Middle School Teachers ◽  
Meaning Construction ◽  
School Teachers ◽  
High School English ◽  
Multimodal Discourse Analysis ◽  
Multimodal Discourse ◽  
Analysis Theory ◽  
Multimodal Features

This paper will be devoted to meaning construction of the lead-in part in 30 PPT courseware for the 10th national demonstration lectures for middle school teachers. Based on the meta-function proposed by Halliday, taking the lead-in part as the analyzing material, this paper will apply multimodal discourse analysis theory to answer the following questions: (1) what are the multimodal features of the lead-in part? (2) how can these multimodal features co-construct the discourse meaning effectively? (3) what are the implications of the lead-in part’s PPT to multimodal PPT design and high school English teaching？

Open Practical Laboratories in the Neurosciences: An outreach program for neuroscience communication in middle schools

2020 ◽  
Author(s):  
Leonardo Miranda Feitosa ◽  
Camila Ferreira Alves ◽  
Natália Ramalho Figueiredo ◽  
Wilker Leite do Nascimento ◽  
Amanda Beatriz Adriano da Silva ◽  
...  
Keyword(s):  
High School ◽  
Elementary School ◽  
Public Schools ◽  
Middle Schools ◽  
Elementary School Students ◽  
Outreach Program ◽  
School Students ◽  
9Th Grade ◽  
Low Performance

The Open Practical Laboratory in the Neurosciences (OpenLN) is an outreach program that seeks to improve the knowledge of the neurosciences by elementary school students and to promote better attitudes in relation to neuroscience, science in general, and scientists. It consists in practical and demonstration activities on the theme of the neurosciences. This outreach strategy was applied in four public schools in a municipality in Southeastern Pará, Brazil characterized by low performance in educational reviews in Brazil. Students from both sexes from 9th grade (last grade before high school) were enrolled in the program. The outreach program improved students’ knowledge about the neurosciences, and promoted better attitudes in relation to science and scientists, in comparison to students which did not go through the activities. Results suggest that scientific outreach strategies can produce results beyond immediate increases in knowledge, promoting better attitudes in relation to science.

Do You Understand Your Algorithms?

2006 ◽  
Vol 12 (1) ◽  
pp. 42-47
Author(s):  
Jamar Pickreign ◽  
Robert Rogers
Keyword(s):  
High School ◽  
Middle School ◽  
Middle School Students ◽  
School Districts ◽  
Middle School Teachers ◽  
Algebraic Thinking ◽  
Computational Algorithms ◽  
Successful Completion ◽  
School Teachers ◽  
School Students

Because an increasing number OF school districts requires the successful completion of an algebra course to graduate from high school, many middle school teachers are beginning to focus more attention on introducing algebraic thinking to their students (NCTM 2003). Consequently, it becomes important to consider ways to ensure that these experiences are meaningful and connected to arithmetical experiences from the earlier grades. We believe that presenting middle school students with activities that involve exploring computational algorithms—how and why they work—can contribute to the development and promotion of algebraic thinking.

Student Bullying in Kuwait Public Schools: How School Administrators and Teachers React

2019 ◽  
Vol 29 (3) ◽  
pp. 293-308
Author(s):  
Salem S. Alhajeri ◽  
Abdulaziz S. Alenezi
Keyword(s):  
High School ◽  
Public Schools ◽  
Public School ◽  
Middle Schools ◽  
High School Teachers ◽  
Significant Relationship ◽  
School Administrators ◽  
Public School Teachers ◽  
School Teachers ◽  
Future Studies

This study aimed to investigate how public school teachers perceive student bullying and how they perceive their own as well as school administrators’ efforts to protect students from bullying. A total of 238 elementary, middle, and high school teachers responded to 18 questions. The study found that student bullying exists in Kuwait public schools, it is more widespread in boys’ schools, and it occurs more in middle schools. Further, the study found a significant relationship between student bullying and school administrators’ efforts to protect students from bullying. A discussion of these results and relevant recommendations for future studies are included.

Vitalizing Geometry Through Illustrative Material

1935 ◽  
Vol 28 (2) ◽  
pp. 101-110
Author(s):  
Idella Waters
Keyword(s):  
High School ◽  
Young People ◽  
High School Teachers ◽  
Social Order ◽  
Leisure Time ◽  
School Teachers ◽  
College Professors ◽  
School Pupil ◽  
New Social Order ◽  
Illustrative Material

Most high school teachers are likely to feel that college professors are theorists whose ideas would be more practical if they were actually engaged in teaching the high school pupil of today and if they were actually confronted by the problems which most of us are forced to meet. We have heard much discussion about educating the young people to take their places in a new social order, about educating for leisure time, and about the necessity of vocational guidance. Yet most of us have not been serious enough about it to realize that we should have a new philosophy of teaching and should alter our courses of study to meet new objectives.

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