"Effective Teaching" as Interactional Achievement: Negotiating Identity and Knowledge Across Timescales in a High School Science Classroom

2010 ◽  
Author(s):  
Brendan O'Connor
Keyword(s):  
High School ◽  
Effective Teaching ◽  
Science Classroom ◽  
School Science ◽  
High School Science

scholarly journals Using Digital Games in the Science Classroom

2021 ◽  
Author(s):  
Tamara L. Anderson
Keyword(s):  
High School ◽  
Prior Knowledge ◽  
Self Efficacy ◽  
Science Classroom ◽  
Digital Games ◽  
School Science ◽  
High School Science ◽  
Teachers And Students ◽  
Science Classes ◽  
Scaffolding Learning

High school science classes can be difficult for students to be successful in because of the content-specific vocabulary and the expectation of prior knowledge in the subject area that teachers have of their students. The use of digital games in the classroom can provide teachers with the tools to help students scaffold their learning and better grasp the vocabulary necessary to be successful in science class. The purpose of this mixed methods study was to focus teachers’ and students’ perceptions of digital games in the high school science classroom on vocabulary development, scaffolding learning by activating prior knowledge, and self-efficacy. Findings suggest that teachers and students believed that using digital games positively impacted the development of vocabulary knowledge and helped scaffolding learning. Some students found that their levels of self-efficacy were positively impacted by using digital games in their science classes. Teachers can use these findings to make informed decisions about how to integrate digital games into their science curriculum.

Supporting and Thwarting Autonomy in the High School Science Classroom

2017 ◽  
Vol 35 (4) ◽  
pp. 337-362 ◽  
Author(s):  
Erika A. Patall ◽  
Ariana C. Vasquez ◽  
Rebecca R. Steingut ◽  
Scott S. Trimble ◽  
Keenan A. Pituch
Keyword(s):  
High School ◽  
Science Classroom ◽  
School Science ◽  
High School Science

Daily autonomy supporting or thwarting and students’ motivation and engagement in the high school science classroom.

2018 ◽  
Vol 110 (2) ◽  
pp. 269-288 ◽  
Author(s):  
Erika A. Patall ◽  
Rebecca R. Steingut ◽  
Ariana C. Vasquez ◽  
Scott S. Trimble ◽  
Keenan A. Pituch ◽  
...  
Keyword(s):  
High School ◽  
Science Classroom ◽  
School Science ◽  
High School Science ◽  
Motivation And Engagement

Integrating nanoscience and technology in the high school science classroom

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Douglas Huffman ◽  
John Ristvey ◽  
Anne Tweed ◽  
Elisabeth Palmer
Keyword(s):  
Professional Development ◽  
High School ◽  
Case Studies ◽  
Science Classroom ◽  
School Curriculum ◽  
School Science ◽  
Development Project ◽  
High School Science ◽  
Study Approach ◽  
Nanoscale Science

AbstractIn the National Science Foundation funded NanoTeach development project, high school teachers participated in a year-long professional development experience where they learned about emerging nanoscale science and technology (NS&T) content and research-based instructional strategies to support effective classroom lesson design and implementation. Program participants from four states were assigned either to the fully facilitated model or to the team study approach. Case studies were prepared for four participants from the Louisiana site, two from the fully facilitated NanoTeach model group and two from the team study NanoTeach group. Data for the case studies included in this article include qualitative and quantitative data regarding the changes in teachers’ NS&T knowledge and their ability to teach the content using the effective strategies included in the professional development sessions and resource materials. The case studies provide new insights into the ways teachers’ integrated NS&T in the high school curriculum.

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