Bridging High School STEM Abstract Concepts and Application: Teachers’ Implementation

2012 ◽  
Author(s):  
Jessica Chin ◽  
Ibrahim Zeid ◽  
Claire Duggan ◽  
Sagar Kamarthi
Keyword(s):  
Professional Development ◽  
High School ◽  
High School Students ◽  
Real World ◽  
Computer Aided Design ◽  
School Students ◽  
Educational Models ◽  
Hands On Learning ◽  
Core Concepts ◽  
High School Classroom

Many educational models are derived from a specific pedagogical stance ultimately manifesting into teacher personal pedagogy based on previous knowledge and inherent instinct. Past educational models like T4E emphasize core concepts such as structure of content for the learner, effective and engaging communication, and promotion and encouragement of hands-on learning. However, many of the educational models fall short of showing teachers how to implement new methods in their classrooms, and in providing them with the needed tools. The CAPSULE professional development was created and designed to fill this gap. Further, CAPSULE is designed to address the existing national problem of lack of interest in STEM subjects with high school students. Nevertheless, the problem is not with students but in the delivery method of STEM education. There is a disconnect between abstract STEM concepts and real-world application, therefore a loss of interest by students. Engineering-based learning (EBL) is a new approach that was designed to mitigate this problem by using existing and established tools and apply them to the high school classroom. EBL utilizes the engineering-design process (EDP), computer-aided design (CAD), and the capstone experience to relate theoretical STEM concepts to real-world applications. By leveraging these tools, we have created a unique methodology to take a recognized university capstone course model and modify it for high school STEM courses. The purpose of this study is to contribute to our understanding of how high school students learn and absorb basic STEM principles. Our goal is to disseminate engineering-based learning through our teacher professional development workshop. This paper presents the CAPSULE model and teacher feedback. It also presents sample implementation plans of teachers in their classroom as well as their student feedback.

scholarly journals A Unique Methodology For Implementing High School Capstone Experiences Through Teacher Professional Development

2011 ◽  
Vol 2 (2) ◽  
pp. 17-30 ◽  
Author(s):  
Jessica Chin ◽  
Abe Zeid ◽  
Claire Duggan ◽  
Sagar Kamarthi
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary Students ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
School Students ◽  
New Approach ◽  
Post Secondary ◽  
Hands On Learning ◽  
High School Classroom

Innovators and abstract thinkers - students who question why are going to be the future of engineering, of science and cures for diseases. Rarely do students ask where and how innovation is created. Students, particularly post-secondary students have lost their curiosity and they have lost their ability to question. Why? Because the relationship between theory and application has been removed from our high schools. Although the term “STEM” is generally used, students do not appear to understand the importance of core STEM principles such as Newton’s 2nd law and therefore do not understand the influence these basic algorithms have in daily life. In recent decades, high school education has focused on quizzes and exams, state and national standardize testing and SATs. More emphasis is placed on performing well on these exams, focusing on memorization and test taking rather than on thorough comprehension. The question is, “how do you translate theory to application in the high school classroom?” Students’ knowledge and engagement are only as good as their teachers. Educators need to be given the proper tools, resources, and knowledge. CAPSULE, a capstone-based experience provides tools, resources, and knowledge to enhance the teaching and learning involvement. CAPSULE teaches and promotes inquiry, exploration and application rather than just theory. The methodology engages and educates hands-on learning, teamwork and multiple solutions through the engineering design process (EDP). The theory behind innovation is the motivation for CAPSULE – to teach and engage teachers using 3D modeling, EDP, and project-based learning to create a high school capstone experience. This paper presents a new approach of teaching STEM related courses to high school students. The methodology presented is on “training the trainer” to enable and empower teachers to master and utilize this new approach. 

A Maker Studio Model for High School Classrooms: The Nature and Role of Critique in an Electronic Textiles Design Project

2019 ◽  
Vol 121 (9) ◽  
pp. 1-34
Author(s):  
Breanne K. Litts ◽  
Sari A. Widman ◽  
Debora A. Lui ◽  
Justice T. Walker ◽  
Yasmin B. Kafai
Keyword(s):  
High School ◽  
High School Students ◽  
Project Work ◽  
Maker Movement ◽  
Electronic Textiles ◽  
School Students ◽  
Art Students ◽  
School Classroom ◽  
High School Classroom ◽  
K 12

Background/Context Though the maker movement has proliferated in out-of-school settings, there remains a design challenge of how to effectively integrate maker activities into K–12 classrooms. In other contexts, though, creative design and production have historically been successfully integrated in classrooms through studio models common to the arts, architecture, and engineering. Purpose/Objective In this paper, we leverage the features and practices of studio models from arts, architecture, and engineering education to integrate maker activities in a high school classroom. Within this Maker Studio model, students focus on designing a computational artifact and engage in practices more predominantly found in studio arts, architecture, and engineering classes such as feedback, critique, and reflection. Research Design We conducted a case study of how a class of 23 high school students participating in a STEM elective class in teams partnered with art students to develop an interactive installation. Our analyses focus on how the structure of the feedback, critique, and reflections in the Maker Studio informed and shaped students’ design processes. Conclusions We discuss affordances and implications of recognizing studio practices (particularly critique) as design features of maker activities, especially in high school classroom contexts, and present the Maker Studio as a viable model for integration of maker activities in classroom environments. We also characterize key features of the Maker Studio model, including the following: appreciation and support for maker processes in addition to or even above final products, integration of various structures for giving and receiving critique throughout the design process, support for interdisciplinary and collaborative project work, and engagement with diverse perspectives and expertise during critiques.

STUDENTS’ PROPORTIONAL REASONING IN MATHEMATICS THROUGH COVID-19 PANDEMIC CONTEXT

2021 ◽  
Vol 10 (3) ◽  
pp. 1670
Author(s):  
Rohati Rohati ◽  
Turmudi Turmudi ◽  
Kusnandi Kusnandi
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Junior High School ◽  
Real World ◽  
Proportional Reasoning ◽  
Learning Activities ◽  
School Students ◽  
Reasoning Skills ◽  
Almost All

Abstract The aim of this study was to ascertain high school students' proportional reasoning in the sense of the COVID-19 pandemic. How do students' thoughts flow when confronted with problems requiring proportional reasoning? This research is a mixed study by collecting data through problem-solving questions to 253 junior high school students in Muaro Jambi, Jambi Province, Indonesia. The problem-solving activities are based on real-world scenarios and require reasoning that is proportional and pertinent to the COVID-19 pandemic context. Due to the ongoing COVID-19 pandemic, the test is administered through the Whatsapp framework. Students' responses are examined in detail to ascertain their proportional reasoning skills. The results indicate that almost all students correctly answered the first question. However, only a small percentage of students were able to answer to and make the correct argument for the second question. The findings indicated that students demonstrated a reasonable level of proportional reasoning when confronted with the COVID-19 pandemic situation. According to the findings of this report, it is important for teachers of mathematics to establish learning activities and problem-solving tasks that help students improve their proportional reasoning skills. Keywords: COVID-19; Problem Solving; Proportional Reasoning; Real-World Situations AbstrakTujuan dari penelitian ini adalah untuk menggali penalaran proporsional siswa SMA  dengan konteks pandemi COVID-19. Bagaimana alur pemikiran siswa ketika dihadapkan pada masalah yang membutuhkan penalaran proporsional? Penelitian ini merupakan penelitian campuran dengan pengumpulan data melalui pertanyaan pemecahan masalah kepada 253 siswa SMP di Muaro Jambi, Provinsi Jambi, Indonesia. Kegiatan pemecahan masalah didasarkan pada skenario dunia nyata dan membutuhkan penalaran yang proporsional dan relevan dengan konteks pandemi COVID-19. Karena pandemi COVID-19 yang sedang berlangsung, tes dikirim melalui aplikasi Whatsapp. Tanggapan siswa diperiksa secara rinci untuk memastikan kemampuan penalaran proporsional mereka. Hasilnya menunjukkan bahwa hampir semua siswa menjawab pertanyaan pertama dengan benar. Namun, hanya sebagian kecil siswa yang mampu menjawab dan membuat argumen yang benar untuk pertanyaan kedua. Hasil penelitian menunjukkan bahwa siswa memiliki alur penalaran proporsional yang cukup baik dengan menggunakan konteks kondisi pandemi COVID-19. Menurut temuan  ini, penting bagi guru matematika untuk menetapkan kegiatan pembelajaran dan tugas pemecahan masalah yang membantu siswa meningkatkan keterampilan penalaran proporsional mereka. Kata kunci: COVID-19; Pemecahan Masalah; Penalaran Proporsional; Situasi Dunia

scholarly journals Impact of a playful booklet about diabetes and obesity on high school students in Campinas, Brazil

2019 ◽  
Vol 43 (3) ◽  
pp. 266-269 ◽  
Author(s):  
Gabriela M. Soares ◽  
Lucas Zangerolamo ◽  
Lucas R. O. Rosa ◽  
Renato C. S. Branco ◽  
Everardo M. Carneiro ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Metabolic Diseases ◽  
Educational Interventions ◽  
Modern World ◽  
School Students ◽  
Physiological Basis ◽  
Obesity And Diabetes ◽  
High School Classroom ◽  
Quality Material

Obesity and diabetes are two of the biggest public health problems in the modern world. One possible way to combat the rising prevalence of these diseases is through the spread of awareness about its consequences and how to prevent them. Therefore, educational interventions focused on teaching the physiological basis of these conditions might be valuable tools. However, most scholar curriculums lack high-quality material devoted to this topic. Thus we developed an educational booklet, composed of playful elements, targeted toward high school students and destined for application in classrooms. The efficacy of the developed material was validated through a pretest-posttest design, in which the students had to answer a 10-question test. After booklet completion, students had better outcomes, with an increase in the percentage of correct answers in 7 out of 10 questions contained in the test ( P < 0.05). Thus we developed an effective material for usage in the high school classroom to spread the awareness of the risks of metabolic diseases and how to prevent them.

scholarly journals Interactive online physics labs increase high school students’ interest

2016 ◽  
Vol 6 (3) ◽  
pp. 166 ◽  
Author(s):  
Patrick Gryczka ◽  
Edward Klementowicz ◽  
Chappel Sharrock ◽  
Jin Montclare
Keyword(s):  
High School ◽  
High School Students ◽  
Circuit Design ◽  
Conceptual Understanding ◽  
Classroom Teacher ◽  
Outreach Program ◽  
School Students ◽  
Web Based ◽  
High School Classroom ◽  
Physics Labs

Here we describe the incorporation of a web-based application focusing on circuits for the physics high school classroom as part of an outreach program. The program involves college mentors creating and implementing science lessons in collaboration with the classroom teacher. Focusing on the challenge of understanding circuit design, a technology rich module is employed to improve learning and motivation of the students. The students’ conceptual understanding as well as interest in circuits was increased, the college mentors earned valuable teaching and mentoring experience and the teacher enjoyed more one-on-one time as well as assistance with students.

Watching Your Weight

1993 ◽  
Vol 86 (5) ◽  
pp. 358-359
Author(s):  
Doug Clarke
Keyword(s):  
High School ◽  
Middle School ◽  
High School Students ◽  
Data Analysis ◽  
Real World ◽  
Measurement Data ◽  
School Students ◽  
Content Areas ◽  
Standards Documents

The NCTM's standards documents (1989, 1991) encourage teachers to present students with activities that are drawn from real-world contexts and that help them make connections among various content areas. The following situation involves a wealth of mathematics for middle school and high school students, including measurement, data analysis, ratio, predictions, and graphing.

Sharing Teaching Ideas: Bringing Pythagoras to Life

1995 ◽  
Vol 88 (9) ◽  
pp. 744-747
Author(s):  
Donna Ericksen ◽  
John Stasiuk ◽  
Martha Frank
Keyword(s):  
High School ◽  
High School Students ◽  
Classroom Teacher ◽  
Pythagorean Theorem ◽  
School Students ◽  
Geometric Figures ◽  
Experience Teaching ◽  
High School Classroom ◽  
The University ◽  
Teaching Ideas

The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) states that “[o]ne of the most important properties in geometry, the Pythagorean theorem, is introduced in the middle grades” (p. 113). Although the Standards document assigns much prominence to the Pythagorean theorem, our experience teaching at the university level has revealed that students know the theorem by name and can recite a2 + b2 = c2 but that they often cannot handle even simple computations using the formula. Students' experience with the Pythagorean theorem in high school needs to be broadened by their continually using the standard formula as well as applying the formula to geometric figures and special right triangles-in particular, the 30°-60°-90° and the 45°-45°-90° right triangles. The following game was developed to afford high school students more opportunity for practicing the formula in an engaging way. This game was created by the second author of the article, a high school classroom teacher, while he was a student in a class taught by another of the authors.

scholarly journals Vaksin Strategy as Enjoyment Chemical Approach for Senior High School Students

2018 ◽  
Vol 2 (2) ◽  
pp. 125
Author(s):  
Layta Dinira
Keyword(s):  
Waste Water ◽  
High School ◽  
High School Students ◽  
Real World ◽  
Theoretical Study ◽  
Positive Impact ◽  
School Students ◽  
Science Camp ◽  
Learning Interest ◽  
Senior High School Students

<p>Desire to apply knowledge gained in school is the characteristic of high school students. These characteristic actually has been accommodated into 2013 curriculum. However, low interest of high school students to study chemistry was still found. Various learning methods have been developed to improve learning interest in the classroom. The effort to increase students' interest in chemistry can also be done outside the classroom. In this paper will be presented a theoretical study of joyful learning real world chemistry through VAKSIN strategy during school break. The strategy will be given in two ways, through science camps or excursion. Materials to be provided during the science camp are making green chemistry paint, exploration of cat litters, and simulations of waste water purification. Excursion can go into two places, the industry or university. VAKSIN strategy will have positive impact on students, teachers, industries, and universities.</p><p><em> </em></p><p><strong>Keywords</strong>: high school students, joyful learning, real world chemistry, VAKSIN strategy</p>

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