The ‘What is a system’ reflection interview as a knowledge integration activity for high school students’ understanding of complex systems in human biology

2016 ◽  
Vol 38 (4) ◽  
pp. 564-595 ◽  
Author(s):  
Jaklin Tripto ◽  
Orit Ben-Zvi Assaraf ◽  
Zohar Snapir ◽  
Miriam Amit
Keyword(s):  
High School ◽  
High School Students ◽  
Complex Systems ◽  
Knowledge Integration ◽  
Human Biology ◽  
School Students

Effects of Implementing STEM-I Project-Based Learning Activities for Female High School Students

2014 ◽  
Vol 12 (1) ◽  
pp. 52-73 ◽  
Author(s):  
Shi-Jer Lou ◽  
Huei-Yin Tsai ◽  
Kuo-Hung Tseng ◽  
Ru-Chu Shih
Keyword(s):  
High School ◽  
High School Students ◽  
Knowledge Integration ◽  
Project Based Learning ◽  
Learning Activities ◽  
Focus Group Interviews ◽  
School Students ◽  
Future Studies ◽  
Female High School ◽  
Group Interviews

This study aims to explore the application of STEM-I (STEM-Imagination) project-based learning activities and its effects on the effectiveness, processes, and characteristics of STEM integrative knowledge learning and imagination development for female high school students. A total of 72 female high school students were divided into 18 teams. Students were provided with a place to discuss, share, and integrate learning activities. A questionnaire and focus group interviews were conducted for data collection. The results show that STEM-I project-based learning activities can promote the development of diverse abilities and effectively expand STEM knowledge integration and learning for female high school students as well as enhance their imagination in the project-based activities. Additionally, the STEM-I instructional model with the process of initiation, development, expression, alternative, and links (IDEAL) is confirmed. Finally, some suggestions are proposed for future studies on STEM education and imagination integrative instruction.

scholarly journals Commentary: A network science summer course for high-school students

2020 ◽  
Vol 8 (4) ◽  
pp. 596-608
Author(s):  
Florian Klimm ◽  
Benjamin F. Maier
Keyword(s):  
High School ◽  
High School Students ◽  
Graph Theory ◽  
Complex Systems ◽  
Dynamic Systems ◽  
Network Science ◽  
School Students ◽  
Course Material ◽  
University Level

AbstractWe discuss a two-week summer course on “Network Science” and “Complex Systems” that we taught for 15 German high-school pupils of ages 16–18. In this course, we covered topics in graph theory, applied network science, programming, and dynamic systems alike. We find that “Network Science” is a well-suited course for introducing students to university-level mathematics. We reflect on difficulties regarding programming exercises and the discussion of more advanced topics in dynamic systems. We make the course material available and encourage fellow network scientists to organize similar outreach events.

Effects of Implementing STEM-I Project-Based Learning Activities for Female High School Students

2015 ◽  
pp. 1062-1082
Author(s):  
Shi-Jer Lou ◽  
Huei-Yin Tsai ◽  
Kuo-Hung Tseng ◽  
Ru-Chu Shih
Keyword(s):  
High School ◽  
High School Students ◽  
Knowledge Integration ◽  
Project Based Learning ◽  
Learning Activities ◽  
Instructional Model ◽  
Focus Group Interviews ◽  
School Students ◽  
Female High School ◽  
Group Interviews

This study aims to explore the application of STEM-I (STEM-Imagination) project-based learning activities and its effects on the effectiveness, processes, and characteristics of STEM integrative knowledge learning and imagination development for female high school students. A total of 72 female high school students were divided into 18 teams. Students were provided with a place to discuss, share, and integrate learning activities. A questionnaire and focus group interviews were conducted for data collection. The results show that STEM-I project-based learning activities can promote the development of diverse abilities and effectively expand STEM knowledge integration and learning for female high school students as well as enhance their imagination in the project-based activities. Additionally, the STEM-I instructional model with the process of initiation, development, expression, alternative, and links (IDEAL) is confirmed. Finally, some suggestions are proposed for future studies on STEM education and imagination integrative instruction.

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.

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