Using stereoscopy to teach complex biological concepts

2015 ◽  
Vol 39 (3) ◽  
pp. 205-208 ◽  
Author(s):  
Richard Ferdig ◽  
James Blank ◽  
Annette Kratcoski ◽  
Robert Clements
Keyword(s):  
High School ◽  
High School Students ◽  
Cell Structure ◽  
Three Dimensional ◽  
Real Life ◽  
Preliminary Evidence ◽  
Human Anatomy ◽  
School Students ◽  
Biological Concepts ◽  
The Impact

Used effectively, stereoscopic three-dimensional (3D) technologies can engage students with complex disciplinary content as they are presented with informative representations of abstract concepts. In addition, preliminary evidence suggests that stereoscopy may enhance learning and retention in some educational settings. Biological concepts particularly benefit from this type of presentation since complex spatially oriented structures frequently define function within these systems. Viewing biological phenomena in 3D as they are in real life allows the user to relate these spatial relationships and easily grasp concepts making the key connection between structure and function. In addition, viewing these concepts interactively in 3D and in a manner that leads to increased engagement for young prospective scientists can further increase the impact. We conducted two studies evaluating the use of this technology as an instructional tool to teach high school students complex biological concepts. The first study tested the use of stereoscopic materials for teaching brain function and human anatomy to four classes. The second study evaluated stereoscopic images to support the learning of cell structure and DNA in four different high school classes. Most important, students who used stereoscopic 3D had significantly higher test scores than those who did not. In addition, students reported enjoying 3D presentations, and it was among their top choices for learning about these complex concepts. In summary, our evidence adds further support for the benefits of 3D images to students' learning of science concepts.

scholarly journals A Van Hiele Theory analysis for teaching volume of three-dimensional geometric shapes

2020 ◽  
Vol 6 (1) ◽  
pp. 17-31
Author(s):  
Eunice Kolitsoe Moru ◽  
Maqoni Malebanye ◽  
Nomusic Morobe ◽  
Mosotho Joseph George
Keyword(s):  
High School ◽  
High School Students ◽  
Three Dimensional ◽  
Real Life ◽  
Classroom Observations ◽  
School Students ◽  
Geometric Shapes ◽  
Van Hiele ◽  
Van Hiele Theory ◽  
Male Teacher

Geometry is among the cornerstones of mathematics because of its applicability in real life and its connection to other areas of mathematics. The reported study explored how the volume of 3D geometric shapes was taught in one high school in Lesotho. One male teacher and an intact class of sixty high school students were the participants of the study. The study was exploratory in nature. This was in order to understand the phenomenon under study so as to suggest ways on how to make some improvements for the future. Data were collected through classroom observations, photo shootings, note-taking, and interviews. Classroom observations enabled the researchers to start the analysis while also observing. The photos taken captured the nature of the tasks given to students, some explanations, and class interactions. The Van Hiele theory of geometric thought was used as the framework of analysis. The findings of the study show that at level 1, the teacher focused mainly on the vocabulary of the concept at hand, the information phase. Another phase which was dominant in the teaching at the same level is the direct orientation. The free-orientation phase was not fully realized. The analysis level was achieved through the information phase and the direct orientation phase. Thus the progression from one level to another by students occurred having some phases of learning being skipped due to the way the instruction was organized. It is postulated that lack of proper understanding of some concepts in geometry by students may result from this kind of instruction.

Tunisian High School Students and Digital Media Literacy: A Quantitative Study

2021 ◽  
pp. 002205742110259
Author(s):  
Tarak Dridi
Keyword(s):  
High School ◽  
High School Students ◽  
Digital Media ◽  
Secondary Students ◽  
Media Literacy ◽  
Quantitative Study ◽  
School Students ◽  
Information And Communication ◽  
Digital Media Literacy ◽  
The Impact

Digital media literacy has become an intrinsic component in shaping high school students’ knowledge acquisition and critical thoughts. Over the last two decades, internet and computers have been the implemented tools to reach such goals and promote the students’ learning. This article looks for the impact of Information and Communication Technology (ICT) on Tunisian secondary school students by detecting their technical skills as well as their critical understanding. This quantitative study relies on a self-reporting approach and targets 150 Tunisian secondary students. It proves the necessary consideration of technological and social variables in helping sort out major digital handicaps related to secondary students and displays the interconnectedness between the different dimensions of digital media literacy. It also displays that Tunisian high school students cannot be referred to as digital-media literate people. The study contributes to the field of digital media literacy as it offers a solid empirical background to build on and indicates the necessity of integrating digital media literacy into the school-based initiatives.

Let’s tweet again? Social networks and literature achievement in high school students

2021 ◽  
pp. 1-64
Author(s):  
Gian Paolo Barbetta ◽  
Paolo Canino ◽  
Stefano Cima
Keyword(s):  
High School ◽  
High School Students ◽  
Web 2.0 ◽  
Large Scale ◽  
Standardized Test ◽  
Controlled Trial ◽  
School Students ◽  
Negative Effect ◽  
Internet Connections ◽  
The Impact

Abstract The availability of cheap Wi-Fi internet connections has encouraged schools to adopt Web 2.0 platforms for teaching, with the intention of stimulating students’ academic achievement and participation in school. Moreover, during the recent explosion of the SARS-CoV-2 crisis that forced many countries to close schools (as well as offices and factories), the widespread diffusion of these applications kept school systems going. Despite their widespread use as teaching tools, the effect of adopting Web 2.0 platforms on students’ performance has never been rigorously tested. We fill this gap in the literature by analyzing the impact of using Twitter as a teaching tool on high school students’ literature skills. Based on a large-scale, randomized controlled trial that involved 70 schools and about 1,500 students, we find that using Twitter to teach literature has an overall negative effect on students’ average achievement, reducing standardized test scores by about 25 percent of a standard deviation. The negative effect is stronger on students who usually perform better.

Anxiety of High School Students Preparing for University during the COVID-19 Pandemic

2021 ◽  
Vol 8 (12) ◽  
pp. 374-377
Author(s):  
Prapattra Hongwisat ◽  
Thanawat Wuthikanokkan ◽  
Nathakan Preechakansakul
Keyword(s):  
High School ◽  
High School Students ◽  
Respiratory Symptoms ◽  
The Other ◽  
Depression And Anxiety ◽  
School Students ◽  
Other Hand ◽  
The University ◽  
The Impact ◽  
Online Form

Covid-19 are one of the viruses that were widely spreaded in 2019 and are still separate until nowadays. Thailand is one of the countries that are highly infected. The majority of people who are infected with this virus tend to have mild to severe respiratory symptoms. Furthermore, anyone can get sick, and it can lead to death. However, the most common symptoms of this virus are fever, cough, tiredness, and loss of taste or smell, on the other hand, characteristics in a minority of people, such as diarrhea and headaches. Due to the impact of the Covid-19 virus, people have to change their lifestyle to the online form. These changes have impacted mostly on economics and education in particular countries, so this problem also affects anxiety among high school students; who must prepare to apply to the university during the COVID-19 outbreak. In addition, we have collected 151 answers from high school students by surveying in order to know the feelings for entrance to the university during the pandemic situation. We found out that 81.3% of the students are highly affected by covid, and only 0.7% of students are slightly affected. We also found out that 55% of the students are worried about university entrance, and only 2.6% of the students were not worried at all. According to the result, most of the students in Thailand are facing the problem about their education and their entrance for the university which are caused by Covid-19. This may lead to illnesses like depression and anxiety. Keywords: Students, Learning, COVID-19, Thailand, University.

Moral Reasoning in Behaviorally Disordered Adolescents from Alternative and Traditional High Schools

1991 ◽  
Vol 17 (1) ◽  
pp. 23-35 ◽  
Author(s):  
Kimberly A. Schonert ◽  
Gordon N. Cantor
Keyword(s):  
High School ◽  
High School Students ◽  
Alternative Education ◽  
Moral Reasoning ◽  
School Setting ◽  
School Students ◽  
Behaviorally Disordered ◽  
Traditional School ◽  
Alternative Setting ◽  
The Impact

Very few studies have examined moral reasoning in students identified as having behavioral disorders and enrolled in a special education setting. Furthermore, little attention has been paid to the impact of alternative education programs designed for behaviorally disordered youth on moral reasoning development. This research examined the moral reasoning of behaviorally disordered adolescents enrolled in alternative and traditional high school settings. The results indicate that behaviorally disordered high school students enrolled in either an alternative or traditional school setting are significantly lower in moral reasoning compared to their non-behaviorally disordered peers. The moral reasoning of the behaviorally disordered students enrolled in an alternative setting is similar to that of like students enrolled in a traditional school setting. The correlation between time (months) spent in the alternative setting and moral reasoning is positive, but not significant.

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