The Impact of Participation in an Ancillary Science and Mathematics Program (SEMAA) on Engagement Rates of Middle School Students in Regular Mathematics Classrooms

2005 ◽  
Vol 105 (8) ◽  
pp. 423-432
Author(s):  
Daniel M. Seaton ◽  
Donna Carr
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
School Students ◽  
Mathematics Classrooms ◽  
Mathematics Program ◽  
And Mathematics ◽  
The Impact

scholarly journals IDENTIFICATION OF THE INTEREST OF TURKISH MIDDLE-SCHOOL STUDENTS IN STEM CAREERS: GENDER AND GRADE LEVEL DIFFERENCES

2019 ◽  
Vol 18 (1) ◽  
pp. 90-104 ◽  
Author(s):  
Ayşegül Ergün
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Grade Level ◽  
Male Students ◽  
Stem Careers ◽  
Career Interest ◽  
School Students ◽  
Grade Level Differences ◽  
And Mathematics ◽  
Descriptive Survey

In Turkey, it is predicted that the need for STEM employment in the 2016-2023 period will be close to one million and that about 31% of this need will not be met. Therefore, the identification of students’ interest in STEM careers in middle-school is regarded as important. The aim of this research was to identify the interest of middle-school students in STEM careers. The sample of the research was made up of 892 students who received education in four middle-schools in the Aegean region of Turkey. In this research which was of the descriptive survey model, the STEM Career Interest Questionnaire was used to collect data. As a result of research, it was determined that the interest of male students in STEM careers is more positive compared to the female students. It was found that the interest in careers in terms of grade level did not display any differences in the area of technology, whereas it displayed differences in the areas of science, engineering and mathematics. In addition, it was identified that the interest in STEM careers displayed differences in terms of grade level and that as the grade level increases, the interest in STEM careers decreases.

Employing 3D Printing to Fabricate Augmented Reality Headsets for Middle School STEM Education

2019 ◽  
pp. 241-261
Author(s):  
Daniel A. Tillman ◽  
Ross C. Teller ◽  
Paul E. Perez ◽  
Song A. An
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Augmented Reality ◽  
3D Printing ◽  
Learning Science ◽  
3D Printer ◽  
School Students ◽  
Mathematics Content Knowledge ◽  
3D Printers ◽  
And Mathematics

This chapter examines the theories, strategies, and techniques for employing 3D printing technologies to fabricate education-appropriate augmented reality (AR) headsets and provides a concrete example of an AR headset that the authors developed. The chapter begins by discussing theories and historically relevant events that provide a context for the chapter's narrative about use of 3D printers to support AR in education. Next, the chapter presents the strategies that were employed while developing and 3D fabricating a custom-designed AR headset that was intended for supporting middle school students learning science and mathematics content knowledge. Afterward, the chapter provides directions and resources for the reader describing how to build the presented AR headset design themselves by using a 3D printer and affordable electronic components, as well as information about how to join the Maker community and participate in the designing and producing of similar projects. Lastly, the chapter delivers a summarization of all findings discussed.

Lessons Learned about Designing Augmented Realities

2011 ◽  
pp. 1-15 ◽  
Author(s):  
Patrick O’Shea ◽  
Rebecca Mitchell ◽  
Catherine Johnston ◽  
Chris Dede
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Augmented Reality ◽  
Literacy Skills ◽  
Lessons Learned ◽  
School Students ◽  
Initial Development ◽  
Design Heuristics ◽  
Handheld Computing ◽  
The Impact

Utilizing GPS-enabled handheld computing units, we have developed and studied Augmented Reality (AR) curricula to help middle-school students learn literacy and math. In AR, students move around an outdoor physical environment, interacting with virtual characters and artifacts on their handheld computer. These “invisible” objects and characters provide clues to help solve a mystery, guiding the students through a process of inquiry and evidence-building. The first AR curriculum we developed, Alien Contact!, is based on a scenario where aliens have crash landed near the students’ middle school. Students, working in teams, learn math and literacy skills in the course of determining why the aliens have come to earth. This study describes the design heuristics used during the initial development and deployment of Alien Contact!, the results of two formative evaluations of this curriculum, and the impact these findings have had on revising our design heuristics for a subsequent AR curriculum about beached whales, called Gray Anatomy.

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