scholarly journals High School Enrichment: Scientific Research

2014 ◽  
Vol 70 (a1) ◽  
pp. C1267-C1267
Author(s):  
Erin Wasserman
Keyword(s):  
High School ◽  
High School Students ◽  
Early Stage ◽  
Scientific Research ◽  
Science Research ◽  
Scientific Activity ◽  
Literacy Skills ◽  
College Level ◽  
School Students ◽  
Formal Science

Science Research is a three-year program that offers gifted students the opportunity to journey into scientific research under the apprenticeship of a research mentor, where they can gain an understanding of the underpinnings of modern scientific research – an opportunity that most high school students do not encounter in their formal science coursework. Come learn about this program, which skillfully marries the ideas of experiential learning and social experience, which is supported and structured by classroom learning. The talk will include information about the classroom course, which serves as a support system for the literacy skills needed to successfully design an original project, independently. In addition, an example of a high school crystallography partnership project will be presented. "Senior scientists (e.g., teachers, researchers, etc.) and students working together in a mutual learning process is the strongest model for student retention and personal involvement in science. Furthermore, there is no better way to excite students and to insure their continued involvement in scientific pursuits than to give them individualized active engagement and ownership of part of a creative scientific activity at an early stage in their development." Science Research provides a unique opportunity for students to join a professional laboratory where advanced skills and critical thinking strategies are developed with concomitant support from their school in the development of college-level scientific learning skills and an understanding of the true meaning of scientific inquiry.

scholarly journals Facilitating factors of scientific literacy skills development among junior high school students

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Kareen Marie E. Palines ◽  
Ruth A. Ortega-Dela Cruz
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Scientific Literacy ◽  
Junior High ◽  
Scientific Research ◽  
Literacy Skills ◽  
Junior High School Students ◽  
Skills Development ◽  
School Students

The study used causal-comparative research design to examine the scientific literacy among randomly selected Junior High School students under the Science, Technology and Engineering Program (STEP) of a National High School in the Philippines. Specifically, it investigated the factors that facilitate and hinder the students’ ability to write and present scientific research. Quantitative and qualitative data were gathered from primary and secondary sources. Descriptive statistics were used to analyse the data obtained from the interviews and questionnaires. Findings showed that the scientific literacy of students in terms of writing was perceived as good while presenting the scientific research was described as fair. The study also revealed that teachers’ factors, learning environment, and school administrative support affect the scientific literacy skills development of the students. Thus, the study suggested that by promoting the identified factors, the scientific literacy skills of the students will be further developed. Additionally, increase of teacher’s availability during consultation hours, use of differentiated instructions, localization, contextualization, formulation of policy guidelines for the use of learning resources, plan of activities for STEP, as well as development of a module, research networks and linkages should be given importance.

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.

scholarly journals A Survey of High School Students’ Scientific Literacy Skills in Different Gender

2019 ◽  
Vol 1241 ◽  
pp. 012043
Author(s):  
Windy Rosyadah Mukti ◽  
Irma Dahlia Yuliskurniawati ◽  
Nurul Ika Noviyanti ◽  
Susriyati Mahanal ◽  
Siti Zubaidah
Keyword(s):  
High School ◽  
High School Students ◽  
Scientific Literacy ◽  
Literacy Skills ◽  
School Students

scholarly journals 0245 Relationship of Chronotype with Sleep Duration, Daytime Sleepiness, and Sustained Attention in High School Students: A Pilot Study

SLEEP ◽  
2020 ◽  
Vol 43 (Supplement_1) ◽  
pp. A94-A94
Author(s):  
S W Morrison ◽  
F A Scheer ◽  
I C Mason
Keyword(s):  
High School ◽  
High School Students ◽  
Sleep Duration ◽  
Extracurricular Activities ◽  
Sustained Attention ◽  
Daytime Sleepiness ◽  
Science Research ◽  
School Students ◽  
School Schedule ◽  
Relationship Of

Abstract Introduction People with a later chronotype typically sleep later and perform better later in the day. In an early high school schedule, students with later chronotypes earn lower average grades than those with earlier chronotypes. However, other effects of late chronotype on high school students are poorly understood. This study examined the relationship of chronotype with sleep duration, daytime sleepiness and sustained attention in high school students. Methods This study was conducted at Byram Hills High School in Armonk, NY, where classes begin at 7:45am. During three class periods, 36 participants (female n=24, n=12, 14–17 years old) completed the Morning-Eveningness Questionnaire (MEQ), Karolinska Sleepiness Scale (KSS), and Psychomotor Vigilance Test (PVT) during their class. Subjects recorded time spent on homework/extracurricular activities and bedtime/waketime from the night prior to the assessment. Results Later chronotype (lower MEQ score) was significantly associated with later bedtime, shorter sleep duration, and increased sleepiness (r=-0.82, p<0.001; r=0.72, p<0.001; and r=-0.40, p=0.016; respectively). Shorter sleep duration was significantly correlated with increased sleepiness (r=-0.34, p=0.045). Increased workload (time on homework/extracurriculars) was significantly associated with later bedtime (r=0.42, p=0.011). Chronotype, sleep duration, and sleepiness showed no significant association with PVT scores (r=-0.16, p=0.360; r=-0.10, p=0.933; r=0.09, p=0.619, respectively); however, increased workload was significantly associated with increased PVT scores (r=-0.35, p=0.041). Conclusion These results are important for the wellbeing of high school students, as they show relationships between late chronotype, short sleep, and increased sleepiness during class in an early school schedule. Further research is needed to determine the best school schedule for high school students based on individual differences in chronotype. Support We thank the Authentic Science Research program at Byram Hills High School, specifically teachers Mrs. Stephanie Greenwald, Dr. Caroline Matthew, and Mrs. Megan Salomone.

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