Teacher–Student Interactions in Korean High School Science Classrooms

2003 ◽  
Vol 1 (1) ◽  
pp. 67-85 ◽  
Author(s):  
Sunny S.U. Lee ◽  
Barry J. Fraser ◽  
Darrell L. Fisher
Keyword(s):  
High School ◽  
School Science ◽  
High School Science ◽  
Science Classrooms ◽  
Student Interactions ◽  
Teacher Student ◽  
Teacher Student Interactions

What happens in high school science classrooms?

1987 ◽  
Vol 19 (6) ◽  
pp. 549-560 ◽  
Author(s):  
Kenneth Tobin ◽  
James J. Gallagher
Keyword(s):  
High School ◽  
School Science ◽  
High School Science ◽  
Science Classrooms

Genetics in the 21st Century: The Benefits & Challenges of Incorporating a Project-Based Genetics Unit in Biology Classrooms

2010 ◽  
Vol 72 (4) ◽  
pp. 225-230 ◽  
Author(s):  
Nonye Alozie ◽  
Jennifer Eklund ◽  
Aaron Rogat ◽  
Joseph Krajcik
Keyword(s):  
High School ◽  
21St Century ◽  
Science Instruction ◽  
School Science ◽  
High School Science ◽  
Science Classrooms

How can science instruction help students and teachers engage in relevant genetics content that stimulates learning and heightens curiosity? Project-based science can enhance learning and thinking in science classrooms. We describe how we use project-based science features as a framework for a genetics unit, discuss some of the challenges encountered, and provide suggestions for enactment. This serves as an example of how project-based approaches can be integrated into high school science classrooms.

An Investigation of Literacy Practices in High School Science Classrooms

2016 ◽  
Vol 33 (3) ◽  
pp. 258-277 ◽  
Author(s):  
Jade Wexler ◽  
Marisa A. Mitchell ◽  
Erin E. Clancy ◽  
Rebecca D. Silverman
Keyword(s):  
High School ◽  
Literacy Practices ◽  
School Science ◽  
High School Science ◽  
Science Classrooms

scholarly journals Knowledge Mobilized in Teacher–Student Interactions in PE in Difficult Vocational High School Classes: Enacted Knowledge

2021 ◽  
Vol 12 ◽  
Author(s):  
Amélina Girard ◽  
Olivier Vors
Keyword(s):  
High School ◽  
Deviant Behavior ◽  
Theoretical Research ◽  
Vocational High School ◽  
Student Interactions ◽  
School Work ◽  
Teacher Student ◽  
Course Of Action ◽  
Teacher Student Interactions ◽  
The Individual

Introduction: Our study aims to analyze the enactive knowledge mobilized during teacher–student interactions in physical education lessons with difficult classes in vocational high school. These classes are considered “difficult” because they concentrate a large number of pupils who are referred to them because they have no choice. This lack of choice makes it difficult for these pupils to engage in school work and is the cause of deviant behavior and school dropout.Methods: This study was conducted within the methodological and theoretical research program of the course of action. We analyzed the individual activity of nine teachers and 18 students during a PE lesson by collecting audiovisual data and conducting self-confrontation interviews. These data were processed in several stages: transcription, identification, and typification of the components of the experience.Results: The results show mutual active knowledge between the teacher and the “difficult” students: emerging from the context, anchored in a dynamic of experience, coupled with the concerns of actors. The teacher classifies the profiles of students according to their reaction to authority and their difficulties, by spotting students' “thermometers” of the class climate. Some of the knowledge of students is coupled with their concerns to avoid boredom, to avoid trouble with the teacher, and to avoid trouble with their friends.

Computational Thinking in High School Science Classrooms

2014 ◽  
Vol 081 (05) ◽  
Author(s):  
Cary Sneider ◽  
Chris Stephenson ◽  
Bruce Schafer ◽  
Larry Flick
Keyword(s):  
High School ◽  
Computational Thinking ◽  
School Science ◽  
High School Science ◽  
Science Classrooms

scholarly journals Incorporation of High-Altitude Balloon Experiment in High School Science Classrooms

2019 ◽  
Vol 10 (02) ◽  
pp. 262-272
Author(s):  
Stephen Cheng ◽  
David Gerhard ◽  
Fidji Gendron ◽  
Vincent Ziffle
Keyword(s):  
High School ◽  
High Altitude ◽  
School Science ◽  
High School Science ◽  
Science Classrooms ◽  
Balloon Experiment

Reification of Five Types of Modeling Pedagogies with Model-Based Inquiry (MBI) Modules for High School Science Classrooms

2013 ◽  
pp. 401-421 ◽  
Author(s):  
Todd Campbell ◽  
Phil Seok Oh ◽  
Drew Neilson
Keyword(s):  
High School ◽  
Science Education ◽  
Education Reform ◽  
School Science ◽  
High School Science ◽  
Learning Sequence ◽  
Science Classrooms ◽  
Education Standards ◽  
K 12 ◽  
Science Education Standards

It has been declared that practicing science is aptly described as making, using, testing, and revising models. Modeling has also emerged as an explicit practice in science education reform efforts. This is evidenced as modeling is highlighted as an instructional target in the recently released Conceptual Framework for the New K-12 Science Education Standards: it reads that students should develop more sophisticated models founded on prior knowledge and skills and refined as understanding develops. Reflecting the purpose of engaging students in modeling in science classrooms, Oh and Oh (2011) have suggested five modeling activities, the first three of which were based van Joolingen’s (2004) earlier proposal: 1) exploratory modeling, 2) expressive modeling, 3) experimental modeling, 4) evaluative modeling, and 5) cyclic modeling. This chapter explores how these modeling activities are embedded in high school physics classrooms and how each is juxtaposed as concurrent instructional objectives and scaffolds a progressive learning sequence. Through the close examination of modeling in situ within the science classrooms, the authors expect to better explicate and illuminate the practices outlined and support reform in science education.

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