College chemistry students' recommendations to high school students

1985 ◽  
Vol 62 (8) ◽  
pp. 700 ◽  
Author(s):  
H. Eric Streitberger
Keyword(s):  
High School ◽  
High School Students ◽  
School Students ◽  
Chemistry Students ◽  
College Chemistry

scholarly journals A Learner based Perspective on STEM Learning in AP Courses

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Albert Bao
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Strategies ◽  
School Environment ◽  
Stem Learning ◽  
Stem Fields ◽  
School Students ◽  
Chemistry Students ◽  
Effective Learning ◽  
Value Learning

STEM fields are at the core of 21st Century Innovation. However only a small number of American students pursue STEM disciplines as their future careers. In high school, AP STEM courses provide unique opportunities to improve students’ awareness, interests, and access to STEM learning in the school environment. A positive experience in these AP courses can be a catalyst to shaping a student’s career interests and preferences towards STEM fields. However, these courses are also the most challenging among all high school curricula, and the situation is even more complicated by the shortage of teachers skilled in STEM subjects. It is then important to help students develop effective learning strategies for these courses. Through surveying high school students who have studied AP STEM courses, this study has found that students highly value learning physics with a concept-based approach, chemistry and calculus with a procedure-based strategy, and biology with a mix between memorization and concept. Additionally, students prepared best with a mix between concept-based activities, such as labs, and procedure-based activities, such as practice problems, in both physics and chemistry. Students who took biology found memorization-based preparations to be the most useful, and calculus was prepared best with procedure.

INOVASI PEMBELAJARAN DI DALAM BUKU AJAR KIMIA SMA UNTUK MENINGKATKAN HASIL BELAJAR SISWA

2013 ◽  
Vol 19 (2) ◽  
pp. 67 ◽  
Author(s):  
Hendra Gunawan Parulian ◽  
Manihar Situmorang
Keyword(s):  
High School ◽  
High School Students ◽  
Teaching Method ◽  
Senior High School ◽  
School Students ◽  
Text Book ◽  
Chemistry Students ◽  
Standard Textbook ◽  
Abstract Learning ◽  
Senior High School Students

Abstract Learning innovation of chemistry textbook to improve students achievement of senior high school students is explained. The study is carried out through development of innovative textbook, standardization to meet the standard textbook requirement based on BNSP and UNESCO standar, and implementation of the textbook as learning media in the class. Text book development is conducted to enrich chemistry materials based on the curriculum followed by innovation by integrating teaching method and learning media into the textboox. The developed textbook is the standarized by expert judgement. Finally the innovated textbook is then used as learning media on the teaching of chemistry to year XI senior high school students. The research showed that learning innovation into the textbook has successfully been done. Innovated textbook is found very effective to improve students achievemen in chemistry. Students achievement in experimental class which were taught by innovated textbook is found higher thatn that in control class that are taught by ordinary references. The students are interested to use innovated textbook. Innovated textbook is able to bring students to study independently and bring them moving from teacher centre learning into students centre learning

‘Triangulation:’ an expression for stimulating metacognitive reflection regarding the use of ‘triplet’ representations for chemistry learning

2017 ◽  
Vol 18 (4) ◽  
pp. 533-548 ◽  
Author(s):  
Gregory P. Thomas
Keyword(s):  
High School ◽  
High School Students ◽  
Cognitive Processes ◽  
Classroom Intervention ◽  
School Students ◽  
Chemistry Students ◽  
Chemistry Learning ◽  
Metacognitive Reflection ◽  
Subject Material ◽  
Learning Chemistry

Concerns persist regarding high school students' chemistry learning. Learning chemistry is challenging because of chemistry's innate complexity and the need for students to construct associations between different, yet related representations of matter and its changes. Students should be taught to reason about and consider chemical phenomena using ‘triplet’ representations. A meta-language to discuss chemistry learning with students regarding these representations and their use is therefore necessary. This paper reports on a classroom intervention in which the teacher used the term ‘triangulation’ as an expression to stimulate metacognitive reflection in students to consider the importance and use of these representations for their learning of chemistry. Students understood and could elaborate the meaning of triangulation. However, their views of the importance and reported use of cognitive processes associated with it varied across individuals. Despite the variation, this study highlights the potential of developing students' metacognition by explicitly engaging them in considering means of representing the chemistry subject material they are being asked to learn, and how they might learn it using strategies and activities that are aligned with the nature of that material.

A three-attribute transfer skills framework – part II: applying and assessing the model in science education

2015 ◽  
Vol 16 (1) ◽  
pp. 154-167 ◽  
Author(s):  
Irit Sasson ◽  
Yehudit Judy Dori
Keyword(s):  
High School ◽  
Middle School ◽  
High School Students ◽  
Thinking Skills ◽  
Academic Program ◽  
School Students ◽  
Chemistry Students ◽  
Enrichment Program ◽  
Ninth Grade Students ◽  
Science Enrichment

In an era in which information is rapidly growing and changing, it is very important to teach with the goal of students' engagement in life-long learning in mind. This can partially be achieved by developing transferable thinking skills. In our previous paper – Part I, we conducted a review of the transfer literature and suggested a three-attribute transfer skills framework presented graphically as a cube. The goals of this paper – Part II are (a) to investigate the application of the three-attribute transfer skills framework by conducting two studies; and (b) to demonstrate the value of the framework as a tool for design of assignments and assessment of students' transfer skills. In this paper, we have applied the three-attribute transfer skills framework to design assignments and to assess middle and high school students. In order to achieve the first goal we conducted two studies: (1) investigating high school chemistry students in a computerized laboratory setting, and (2) exploring middle school students who were exposed to a science enrichment program. Study 1 took a case-based chemistry approach and included assessment of high school honor chemistry students' transfer skills. In Study 2, we evaluated the transfer skills of ninth grade students who had participated in a science enrichment academic program with emphasis on physics and we compared boys to girls. Findings of Study 1 indicated an increase in students' far transfer skill as expressed by the progress students made in transferring knowledge from chemistry to other science domains and by using more chemistry understanding levels in their responses. In Study 2, we found that the near transfer skill of middle school boys was significantly higher than the same skill among girls who participated in the same enrichment program. Both parts, the review and the three-attribute transfer skills framework (previous paper – Part I) and the research (this paper – Part II), contribute to narrowing the gap between the theory of transfer, empirical research, and the practice of transfer in science classrooms.

scholarly journals Mengevaluasi Level Pemahaman Konsep Hidrolisis Garam Peserta Didik Menggunakan Tes Diagnostik Pilihan Ganda Empat Tingkat

2021 ◽  
Vol 9 (3) ◽  
pp. 482-497
Author(s):  
Ivani Kusnadi Suteno ◽  
Lukman Abdul Rauf Laliyo* ◽  
Hendri Iyabu ◽  
Romario Abdullah
Keyword(s):  
High School ◽  
High School Students ◽  
Total Sample ◽  
Choice Test ◽  
School Students ◽  
Chemistry Students ◽  
Self Confidence ◽  
Analysis Technique ◽  
Significant Difference ◽  
Level Of Understanding

The ability of students to understand and use concepts is the main key in scientifically explaining various chemical phenomena in nature. This ability develops relatively, often with the development of the learner level. This study aims to understand the level of understanding of the concept of salt hydrolysis of class XI high school students and chemistry students in the I, II, III and IV years and non-chemistry students with a total sample of 875 respondents. The instrument used in this study was a four-level multiple choice test. This diagnostic test combines the measurement of knowledge and reasoning with the level of self-confidence, as a reflection of the level of mastery of concepts. The data analysis technique used is quantitative, using SPSS 25 software, namely the non-parametric test (Kruskal Wallis test), comparing the significance value (Asmp. Sig) with a probability of 0.005. The results showed that the significance value of 0.00 was less than 0.05; That is, there is a significant difference in the level of understanding of the salt hydrolysis concept of students. The level of understanding of the concept of high school students is better than the first, second, third, and fourth year students in chemistry and non-chemistry students. These findings reinforce the story that although students have experienced learning experiences at a higher level, it does not guarantee the development of mastery of understanding the concept of hydrolysis

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.

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