The Conceptual Speed-Bump: Losing Potential STEM Students in the Transition From Elementary School to Middle School

2010 ◽  
Author(s):  
Bruce Floersheim ◽  
Jonathan Johnston
Keyword(s):  
Middle School ◽  
Curriculum Design ◽  
Innovative Teaching ◽  
Industrial Countries ◽  
Grade Levels ◽  
Current State ◽  
Stem Disciplines ◽  
Performance Effects ◽  
8Th Grade ◽  
Stem Students

Many educators in the science, technology, engineering and math (STEM) disciplines hope to improve the number of students interested in and prepared for these more difficult disciplines through innovative teaching, demonstrations and hosted camps. Research has shown that motivation is a much smaller part of the issue; student learning outcomes are much more sensitive to fundamental academic ability. Current curriculum design fails most students miserably in helping them bridge the gap from concrete learning to abstract thought and understanding in the middle school years. Thus, they are ill-prepared to engage in the more advanced learning required to pursue the STEM disciplines, a result that no amount of innovative teaching can correct. This paper will review the performance data from industrial nations at the 4th Grade and 8th Grade levels and illustrate curriculum differences between industrial countries producing higher percentages of STEM graduates. Examination of the performance effects of many variables, including number and sequencing of topics studied, time spent on homework, teacher credentials, access to technology, class size and dollars allocated per student, yields some surprising results. The problem is not as sensitive to many of these variables as one might expect. However, the variables that seem to provide promise for significant improvement from the current state of STEM education are related to topic coverage and manner of presentation. Final recommendations include reduction in the number of topics introduced in any given year with a corresponding reorganization of the curricula, to allow STEM teachers in the middle school to focus on the transitional learning that must occur to prepare for more advanced studies.

Step count for 7th and 8th grade students in structured and unstructured physical education classes

2021 ◽  
Vol 9 (1) ◽  
pp. 54-61
Author(s):  
Necip Demirci ◽  
Refika Yilmaz ◽  
Ayda Karaca
Keyword(s):  
Middle School ◽  
Physical Education ◽  
Middle School Students ◽  
School Type ◽  
School Students ◽  
Step Counts ◽  
Significant Difference ◽  
8Th Grade ◽  
Private And Public ◽  
Type Data

The aim of the study was to analyze step counts of middle school students in structured and unstructured physical education classes (PE) according to age, gender, and school type. Data were collected on a sample of 74 students, 40 7th and 34 8th grade students recruited from private and public middle schools. Omron HJ-112 pedometers were used in this study to obtain step counts. There were statistically significant differences between boys and girls in the step counts in both structured and unstructured PE. A significant difference was observed between school types in step counts during structured PE in both genders, while no significant difference was found for unstructured PE. Significant difference was found between step counts of only boys of different grades in unstructured PE. Boys made more steps than girls both in structured and unstructured PE. In structured PE, 7th grade boys reached a higher number of steps than 8th grade boys.

scholarly journals Investigation of Middle School Students’ Math Self-Efficacy Perceptions and Math Problem Posing Attitudes

2020 ◽  
Vol 13 (11) ◽  
pp. 86
Author(s):  
Sena Görgün ◽  
Canses Tican
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Self Efficacy ◽  
Attitude Scale ◽  
Problem Posing ◽  
Attitude Score ◽  
School Students ◽  
Math Problem ◽  
8Th Grade ◽  
Eighth Grade Students

The main purpose of the current study is to investigate middle school students’ math self-efficacy perceptions and math problem posing attitudes. The sample of the study is comprised of 990 fifth, sixth, seventh and eighth grade students attending middle school in the Fethiye district of the city of Muğla. As the data collection tool, the “Math Self-efficacy Perception Scale” and the “Math Problem Posing Attitude Scale” were used. In the analysis of the data collected through the qualitative research method, frequencies, percentages, independent-samples t-test, one-way variance analysis, post-hoc tests (Scheffe and Dunnett’s C) and correlation analysis were used. As a result, it was found that the middle school students’ math self-efficacy perceptions and math problem posing attitudes are over the medium level. The middle school students’ self-efficacy perceptions were found to be varying significantly depending on gender. The middle school students’ problem posing attitudes were found to be varying significantly depending on gender. The math self-efficacy perceptions and math problem posing attitudes of the 5th and 6th grade students were found to be significantly higher than those of the 7th and 8th grade students. A medium, positive and significant correlation was found between the middle school students’ mean math self-efficacy perception score and their mean math problem posing attitude score.

Cloud Computing as a Catalyst in STEM Education

2021 ◽  
pp. 470-485
Author(s):  
Vikas Kumar ◽  
Deepika Sharma
Keyword(s):  
Cloud Computing ◽  
Stem Education ◽  
Thinking Skills ◽  
Successful Implementation ◽  
Learning Technology ◽  
Mediated Learning ◽  
Computing Technology ◽  
Stem Disciplines ◽  
New Ideas ◽  
Stem Students

The under representation of students in STEM disciplines creates big worries for the coming demands of STEM occupations. This requires new strategies to make curriculum interesting to enhance student's engagement in learning. Technology integration in curriculum makes more interesting and engaging, where students can learn with flexibility in time and place. This methodology creates and deepens interest in students towards learning with creativity and innovation. STEM students can work on authentic and real solutions within a technology-mediated learning environment, while inculcating higher order thinking skills. Technology-mediated environments support new ideas, real time collaboration and promotes peer learning. However, affordance as an adoption factor of technology in academics can be addressed by cloud computing technology. STEM education on cloud computing technology will gain access to its content rich features based on flexibility, accessibility, scalability, affordability, and reliability and enhanced agility. The cloud computing based STEM education infrastructure will inculcate development and experimentation skills in students. The present work (a) reviews scholarly work in cloud computing technology for simulations and prototypes for different STEM subjects, (b) outlines the benefits of using cloud computing technology for students pursuing STEM careers, and (c) presents the case studies of the successful implementation of cloud computing in STEM disciplines.

scholarly journals Middle School Effects of the Dating Matters® Comprehensive Teen Dating Violence Prevention Model on Physical Violence, Bullying, and Cyberbullying: a Cluster-Randomized Controlled Trial

2019 ◽  
Author(s):  
Alana M. Vivolo-Kantor ◽  
Phyllis Holditch Niolon ◽  
Lianne Fuino Estefan ◽  
Vi Donna Le ◽  
Allison J. Tracy ◽  
...  
Keyword(s):  
Middle School ◽  
Physical Violence ◽  
Controlled Trial ◽  
Standard Of Care ◽  
Teen Dating Violence ◽  
Randomized Controlled ◽  
8Th Grade ◽  
Prevention Model ◽  
Teen Dating ◽  
Cluster Randomized

AbstractFew comprehensive primary prevention approaches for youth have been evaluated for effects on multiple types of violence. Dating Matters®: Strategies to Promote Healthy Teen Relationships (Dating Matters) is a comprehensive teen dating violence (TDV) prevention model designed by the Centers for Disease Control and Prevention and evaluated using a longitudinal stratified cluster-randomized controlled trial to determine effectiveness for preventing TDV and promoting healthy relationship behaviors among middle school students. In this study, we examine the prevention effects on secondary outcomes, including victimization and perpetration of physical violence, bullying, and cyberbullying. This study examined the effectiveness of Dating Matters compared to a standard-of-care TDV prevention program in 46 middle schools in four high-risk urban communities across the USA. The analytic sample (N = 3301; 53% female; 50% Black, non-Hispanic; and 31% Hispanic) consisted of 6th–8th grade students who had an opportunity for exposure to Dating Matters in all three grades or the standard-of-care in 8th grade only. Results demonstrated that both male and female students attending schools implementing Dating Matters reported 11% less bullying perpetration and 11% less physical violence perpetration than students in comparison schools. Female Dating Matters students reported 9% less cyberbullying victimization and 10% less cyberbullying perpetration relative to the standard-of-care. When compared to an existing evidence-based intervention for TDV, Dating Matters demonstrated protective effects on physical violence, bullying, and cyberbullying for most groups of students. The Dating Matters comprehensive prevention model holds promise for reducing multiple forms of violence among middle school-aged youth. ClinicalTrials.gov Identifier: NCT01672541

Cloud Computing as a Catalyst in STEM Education

2017 ◽  
Vol 13 (2) ◽  
pp. 38-51 ◽  
Author(s):  
Vikas Kumar ◽  
Deepika Sharma
Keyword(s):  
Cloud Computing ◽  
Stem Education ◽  
Thinking Skills ◽  
Successful Implementation ◽  
Learning Technology ◽  
Mediated Learning ◽  
Computing Technology ◽  
Stem Disciplines ◽  
New Ideas ◽  
Stem Students

The under representation of students in STEM disciplines creates big worries for the coming demands of STEM occupations. This requires new strategies to make curriculum interesting to enhance student's engagement in learning. Technology integration in curriculum makes more interesting and engaging, where students can learn with flexibility in time and place. This methodology creates and deepens interest in students towards learning with creativity and innovation. STEM students can work on authentic and real solutions within a technology-mediated learning environment, while inculcating higher order thinking skills. Technology-mediated environments support new ideas, real time collaboration and promotes peer learning. However, affordance as an adoption factor of technology in academics can be addressed by cloud computing technology. STEM education on cloud computing technology will gain access to its content rich features based on flexibility, accessibility, scalability, affordability, and reliability and enhanced agility. The cloud computing based STEM education infrastructure will inculcate development and experimentation skills in students. The present work (a) reviews scholarly work in cloud computing technology for simulations and prototypes for different STEM subjects, (b) outlines the benefits of using cloud computing technology for students pursuing STEM careers, and (c) presents the case studies of the successful implementation of cloud computing in STEM disciplines.

The Effects of a Goal Setting Intervention on Aerobic Fitness in Middle School Students

2015 ◽  
Vol 34 (4) ◽  
pp. 576-587 ◽  
Author(s):  
Samantha M. McDonald ◽  
Stewart G. Trost
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Goal Setting ◽  
Aerobic Fitness ◽  
School Students ◽  
Post Intervention ◽  
Significant Group ◽  
Time Interaction ◽  
8Th Grade ◽  
Run Test

Purpose:This study evaluated the effects of a goal setting intervention on aerobic fitness (AF) in 6th to 8th grade students.Method:Students at the intervention school received a lesson on SMART goal setting. Students in the comparison school served as a measurement-only group. AF was assessed via the PACER multistage shuttle run test pre and post intervention. Between-group differences for change in AF were assessed using a RM ANCOVA.Results:A significant group by time interaction was observed for PACER performance, F(1,263) = 39.9, p < .0001. Intervention students increased PACER performance from 40.6 to 45.9 laps, while comparison students exhibited a decline from 30.2 to 23.4 laps. Intervention students were 10 times as likely as those in the comparison school to maintain Healthy Fitness Zone status or progress from Needs Improvement Zone to Healthy Fitness Zone.Discussion:Educating middle school students about SMART goal setting may be an effective strategy for improving aerobic fitness.

scholarly journals PATIENT PREFERENCES FOR LEVEL OF HEALTH LITERACY IN APPS FOR CHRONIC DISEASE SELF-MANAGEMENT

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S962-S962
Author(s):  
Mary Louise Goodyear ◽  
Juan J Toral-Garcia ◽  
Amarilis Acevedo ◽  
Drenna Waldrup-Valverde ◽  
Raymond Ownby
Keyword(s):  
Health Literacy ◽  
Locus Of Control ◽  
Health Locus Of Control ◽  
Personal Characteristics ◽  
Grade Levels ◽  
Education And Health ◽  
New Strategy ◽  
8Th Grade ◽  
Expert Recommendations

Abstract In spite of expert recommendations that written material should be provided at a level of health literacy that matches that of the person receiving it, there have been few studies of matching. In this study we evaluated the utility of a new strategy to assess patients’ preference for information at different difficulties and assessed the relation of their preference to measured health literacy and health locus of control (LOC). We measured health literacy in participants then asked them to choose between pairs of texts with the same content but at the 3rd, 6th, or 8th-grade levels. Statistical analyses assessed the relation of participants’ health literacy to their preference as well as personal characteristics. Participants (n = 155) were 84 women and 71 men aged from 40 to 82 years (mean=57; 136 African Americans and 19 whites). Participants had clear preferences: those with lower levels of health literacy preferred texts at the 3rd grade level and those with higher levels preferred more difficult texts. Preference was not related to age, gender or race but was to education and health literacy (p &lt; 0.05). Persons who chose more difficult texts reported higher levels of internal health locus of control (t [144] = 2.68, p = 0.01). A predictive analytic model using education and preference resulted in 80% correct classification of participants. Using this model may be a simple way to match information presentation to patients’ level of health literacy. Further research on this strategy is needed.

scholarly journals Effects of Dating Matters® on Sexual Violence and Sexual Harassment Outcomes among Middle School Youth: a Cluster-Randomized Controlled Trial

2020 ◽  
Author(s):  
Sarah DeGue ◽  
Phyllis Holditch Niolon ◽  
Lianne Fuino Estefan ◽  
Allison J. Tracy ◽  
Vi D. Le ◽  
...  
Keyword(s):  
Middle School ◽  
Sexual Harassment ◽  
Violence Prevention ◽  
Sexual Violence ◽  
Prevention Program ◽  
Well Being ◽  
Teen Dating Violence ◽  
Equation Modeling ◽  
Evidence Based ◽  
8Th Grade

AbstractSexual violence (SV), including sexual harassment (SH), is a significant public health problem affecting adolescent health and well-being. This study extends prior research by evaluating the effectiveness of a comprehensive teen dating violence prevention model, Dating Matters, on SV and SH perpetration and victimization, inclusive of any victim-perpetrator relationship, among middle school students. Dating Matters includes classroom-delivered programs for youth in 6th, 7th, and 8th grades; community-based programs for parents; a youth communications program; training for educators; and community-level activities. Middle schools in four urban areas in the USA were randomly assigned to receive Dating Matters (DM, N = 22) or a standard-of-care intervention (SC, N = 24) over four consecutive school years (2012–2016). The analytic sample included two cohorts who entered the study in 6th grade and completed 8th grade by the end of the study allowing for full exposure to Dating Matters (DM: N = 1662; SC: N = 1639; 53% female; 50% black, non-Hispanic; 6 waves of data collection for each cohort). Structural equation modeling was employed with multiple imputation to account for missing data. Dating Matters was associated with significant reductions in SV and SH perpetration and victimization scores in most—but not all—sex/cohort groups by the end of 8th grade relative to an evidence-based TDV prevention program. On average, students receiving Dating Matters scored 6% lower on SV perpetration, 3% lower on SV victimization, 4% lower on SH perpetration, and 8% lower on SH victimization by the end of middle school than students receiving an evidence-based violence prevention program. Overall, Dating Matters shows promise for reducing SV and SH, occurring both within and outside dating relationships, through middle school. Clinicaltrials.gov Identifier: NCT01672541

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