scholarly journals Methylothon: a versatile course-based high school research experience in microbiology and bioinformatics-- with pink bacteria

2021 ◽  
Author(s):  
Peyton A. Jones ◽  
David Frischer ◽  
Shannon Mueller ◽  
Thomas Le ◽  
Anya Schwanes ◽  
...  
Keyword(s):  
High School ◽  
Phylogenetic Trees ◽  
Lessons Learned ◽  
Learning Goals ◽  
Original Research ◽  
Methylotrophic Bacteria ◽  
Research Experience ◽  
School Research ◽  
Community Science ◽  
High School Research

ABSTRACTMethylothon is an inquiry-based high school learning module in microbial ecology, molecular biology, and bioinformatics that centers around pink-pigmented plant-associated methylotrophic bacteria. Here we present an overview of the module’s learning goals, describe course resources (available for public use on http://methylothon.com), and relate lessons learned from adapting Methylothon for remote learning during the pandemic in spring of 2021. The original in-person version of the module allows students to isolate their own strains of methylotrophic bacteria from plants they sample from the environment, to identify these using PCR, sequencing, and phylogenetic analysis, and to contribute their strains to original research in a university lab. The adapted version strengthens the focus on bioinformatics and increases its flexibility and accessibility by making the lab portion optional and adopting free web-based tools. Student feedback and graded assignments from Spring 2021 revealed that the lesson was especially effective at introducing the concepts of BLAST and phylogenetic trees, and that students valued and felt inspired by the opportunity to conduct hands-on work and to participate in community science.

scholarly journals Pedagogical Models to Implement Effective STEM Research Experience Programs in High School Students

2021 ◽  
Vol 11 (11) ◽  
pp. 743
Author(s):  
Zubair Ahmad ◽  
Mohammad Ammar ◽  
Noora J. Al-Thani
Keyword(s):  
High School ◽  
High School Students ◽  
Smooth Transition ◽  
Research Experience ◽  
School Students ◽  
Research Experiences ◽  
Challenges And Opportunities ◽  
School Research ◽  
And Mathematics ◽  
High School Research

High school research experience programs (HSREPs) provide opportunities for true science education and expose students to scientific investigations in laboratory settings. Various HSREPs models have been practiced to shape students’ research understandings; however, a systematic comparison of the success, challenges, and opportunities of these HSREPs has not been gauged. This article compares the effectiveness of such science, technology, engineering, and mathematics (STEM) based HSREP models reported in the last two decades. We shortlisted seventeen studies on the most effective HSREPs and identified the characteristics of these reports. Results show that student research experiences vary depending on the structure of the model used and the nature of the laboratory setting to which students are exposed. However, there is a dire need to integrate more collaborative and customized research practices to accommodate more students in HSREPs. Additionally, intensive support, mentoring, and coaching are essential to provide students a comprehensive understanding to excel in their research career pathway. Finally, there is a desperate need for further studies to develop the frameworks that can help the smooth transition of high school students into research-oriented university programs.

scholarly journals Ten Salient Practices for Mentoring Student Research in Schools: New Opportunities for Teacher Professional Development

2019 ◽  
Vol 9 (4) ◽  
pp. 133
Author(s):  
Helen Walkington ◽  
Elizabeth A. C. Rushton
Keyword(s):  
Professional Development ◽  
High School ◽  
School Settings ◽  
Research Collaborations ◽  
Research Mentoring ◽  
School Research ◽  
Teacher Researcher ◽  
Teacher Professional ◽  
Teacher Mentor ◽  
High School Research

This paper proposes ten salient practices of research mentoring activity in high school settings for teachers and technicians based upon survey and interview findings from 96 English and Scottish high school teachers from STEM disciplines, working in research collaborations with scientists. Mentoring high school research provides career development, with teachers identifying new aspects to their professional roles including ‘teacher researcher’, ‘teacher scientist’ and ‘teacher mentor’. This study suggests the potential for using the ten salient practices to initiate individual teacher reflection and wider professional development, and, a way of framing and disseminating effective practice across the school sector.

scholarly journals Move Analysis of Senior High School Research Abstracts in a Philippine University

2020 ◽  
Vol 1 (2) ◽  
pp. 48-57
Author(s):  
Mark Joshua Roxas
Keyword(s):  
High School ◽  
High School Students ◽  
Senior High School ◽  
Product Introduction ◽  
School Students ◽  
Research Article ◽  
Product Method ◽  
School Research ◽  
High School Research ◽  
Senior High School Students

A well-written abstract speaks for the paper’s quality—it reflects an article’s value. Research is a relatively new discipline for senior high school learners, thus, the writing of an abstract can be problematic and challenging. Anchored on Hyland’s model of research article abstracts as adapted by Behnam and Golpour (2014), this paper presents a move analysis of thirty (30) randomly-selected research abstracts of Grade 12 senior high school students in a Philippine University. The results revealed the three (3) dominant moves in the corpus of research abstracts namely Introduction-Purpose-Method-Product, Introduction-Purpose-Method-Product-Conclusion, and Introduction-Product-Method. It was also noted that the “Conclusion” move is less frequently observed and considered “optional”. Additionally, instances of move embedding were prominent between the Purpose and Method move. It was recommended that research instructors in the senior high school shall consider using models in teaching the writing of the abstract. The findings of this study may serve as a basis in crafting a genre-based research syllabus, with genre-based tasks.

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