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.

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.

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.

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 Educação sexual para além da sala de aula: intervenção educativa sobre HIV/AIDS para estudantes do ensino médio

2020 ◽  
Vol 4 (1) ◽  
pp. 59-80
Author(s):  
Marinete Silva Santos ◽  
Gilderlene Aires Santos ◽  
Simone Marques Almeida ◽  
Anny Karoline Rodrigues Batista ◽  
Carlos Alailson Licar Rodrigues
Keyword(s):  
High School ◽  
High School Students ◽  
Health Education ◽  
Sex Education ◽  
Municipal Government ◽  
Educational Interventions ◽  
School Students ◽  
Cross Sectional ◽  
The Family ◽  
Hiv Aids

Resumo: Este estudo objetivou verificar o papel da escola sobre a prática de prevenção e combate ao HIV/AIDS por meio de ações/programas de educação em saúde na sala de aula, e fornecer subsídios para a realização de intervenções educativas aos estudantes do Ensino Médio. Um estudo qualitativo, transversal e descritivo foi realizado através da aplicação de questionários estruturados e ações programadas na escola. Identificou-se pouco conhecimento dos alunos sobre a temática e, nesse contexto, observou-se a necessidade de inserção da temática na sala de aula e para além dela, articulando família, escola, sociedade e governo municipal com o intuito de disseminar informações e a aplicabilidade entre elas, de modo a aproximar a comunidade à realidade epidemiológica da cidade. Por fim, ficou evidente a aceitação da sociedade, demonstrando que essas práticas podem ser estimuladoras e validadas como ferramentas de promoção da cultura dos cuidados com a saúde em sala de aula.Palavras-chave: Educação em saúde; HIV/AIDS; Metodologias ativas; Projeto integrador. Sex education beyond the classroom: educational intervention about HIV/AIDS for high school studentsAbstract: This study aimed to verify the school’s role on the practice of preventing and combating HIV/AIDS through health education actions/programs in the classroom and providing subsidies for carrying out educational interventions for high school students. A qualitative, cross-sectional and descriptive study was carried out through the application of structured questionnaires and programmed actions at the school. Little knowledge of the students on the theme was identified and, in this context, the need to approach the theme in the classroom and beyond was observed, articulating the family, the school, society and municipal government in order to publicize information and theapplicability among them, in order to bring the community closer to the city’s epidemiological reality. Therefore, society's acceptance was evident, demonstrating that these practices can be stimulating and validated as tools to promote the culture of health care in the classroom.Keywords: Health education; HIV/AIDS; Active methodologies; Integrating project. 

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. 

This Is How I Learn

2017 ◽  
pp. 178-192
Author(s):  
Jessica H. Burbach ◽  
Staci B. Martin ◽  
Javonta Arnold-Fowlkes ◽  
Johnathan Sakaith ◽  
Cheyenne Julius ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Collective Identity ◽  
Alternative High School ◽  
Research Process ◽  
Learning Tools ◽  
School Students ◽  
Student Collaboration ◽  
Post Secondary ◽  
High School Classroom

This chapter presents research on how Culturally Responsive Mathematics Teaching (CRMT) and a critical hope framework can be used as learning tools in the alternative high school classroom. Our study shows how 12 high school students and two teachers, one in high school and one in post-secondary, can work together to nurture students' personal and collective identity, agency, and hope. We use the concept of the “six words” from the Race Card Project (Norris, 2015) to co-create spaces that question the dominant narrative, which describes students as dropouts, and that offer spaces of hope and solidarity. As researchers, we believe without student collaboration in the research process itself, their voices will be muted in the academic language describing them and the dominant narrative that disempowers them. We believe that we have not achieved a true social justice curriculum until there is action where hope can surface (Freire, 1970).

Finding Wrecks in Rivers and Bringing Technology into the High School Classroom

2014 ◽  
Author(s):  
Jacqueline Buskop ◽  
Douglas Levine
Keyword(s):  
High School ◽  
High School Students ◽  
School Students ◽  
Side Scan Sonar ◽  
School Classroom ◽  
High School Classroom ◽  
Marine Engineers ◽  
Washington College

High school students rarely investigate underwater wrecks by boat using side scan sonar, sub bottom profilers, and magnetometers. Rarely do high school students have a chance to determine the shape, and design of a historic sailing vessel, as many vessels older than 200 years have already been discovered in US waters. Washington College not only enabled high school students to discover and identify a previously unknown wreck, but created a game to bring the technology into the high school classroom to interest students into becoming marine scientists, marine architects or marine engineers.

scholarly journals Visões de professores e alunos do ensino médio profissionalizante sobre a ciência e as atividades experimentais

2017 ◽  
Vol 16 ◽  
pp. 3
Author(s):  
Kaiza Martins Cavalcanti ◽  
Glória Regina Pessôa Campello
Keyword(s):  
High School ◽  
High School Students ◽  
Science Teaching ◽  
Nature Of Science ◽  
Rio De Janeiro ◽  
A Priori ◽  
Education Institution ◽  
Modern World ◽  
School Students ◽  
Philosophical Approach

ResumoAs atividades experimentais no ensino de ciências vêm sendo defendidas por professores e pesquisadores que destacam que o laboratório didático pode trazer melhor compreensão da ciência no mundo mo­derno e a compreensão de visões mais complexas sobre a natureza da ciência. Com o objetivo de compreender quais as visões de ciência de professores de química que lecionam atividades experimentais em laboratórios didáticos e quais visões de ciência são construídas com os alunos do ensino médio profissional de uma instituição de ensino federal do Rio de Janeiro nessas aulas de laboratório, desenvolvemos essa pesquisa por meio da qual foram analisadas três fontes de dados: um questionário para dez professores sobre como em suas aulas experimentais o uso da abordagem histórico-filosófica era realizada; um outro questionário para uma turma do segundo ano do ensino médio com vinte e cinco alunos no qual questionava o objetivo dessas atividades experimentais para eles e a análise de 108 procedimentos dessas aulas experimentais desenvolvidas em laboratório didático em doze disciplinas de química teórico-experimentais. A metodologia utilizada para a compreensão das características dos discursos dos roteiros e das concepções sobre abordagem histórico-filosófica nos questionários de professores e alunos foi orientada pelos princípios da análise textual discursiva. Concluímos que apesar da grande quantidade de aulas práticas, há pouca variação dos objetivos e propostas dos experimentos, pois se restringiam a desenvolver habilidades técnicas e instrumentais ou comprovar teorias científicas. Não há experimentos históricos ou que proponha uma discussão sobre natureza da ciência. Os roteiros são corroborados pelas respostas dos professores que em parte dizem não fazer abordagem histórico-filosófica em aulas práticas ou, quando a realizam, não demonstram clareza sobre o que seria essa abordagem. O discurso dos alunos sobre os objetivos das aulas experimentais e suas abordagens claramente se assemelham aos dos professores focando na preocupação da apreensão da técnica e da comprovação das teorias que foram ensinadas apriori em sala de aula. Acreditamos que o uso do laboratório didático deva ser repensado pedagogicamente e epistemologicamente devido a equívocos que possam levar a um ensino de ciências simplificado, dogmático, ultrapassado, a-histórico, descontextualizado e desinteressante, sem qualquer contribuição para o processo de ensino-aprendizagem. Palavras-chave: Ensino de Ciências; Atividades Experimentais; Natureza da Ciência.AbstractExperimental activities in science teaching have been advocated by teachers and researchers who point out that the didactic laboratory can bring better understanding of science in the modern world and the understanding of more complex visions about the nature of science. In order to understand what the visions of science of chemistry teachers that teach experimental activities in didactic laboratories and what visions of science are constructed with the high school students of a federal education institution of Rio de Janeiro in these laboratory classes, we developed this research through which three sources of data were analyzed: a questionnaire for ten teachers about how in their experimental classes the use of the historical-philosophical approach was carried out; Another questionnaire for a second-year high school class with twenty-five students in which he questioned the purpose of these experimental activities for them and the analysis of 108 procedures of these experimental classes developed in didactic laboratory in twelve theoretical-experimental chemistry disciplines. The methodology used to understand the characteristics of the discourses of the scripts and the conceptions about historical-philosophical approach in the questionnaires of teachers and students was guided by the principles of discursive textual analysis. We conclude that despite the large number of practical classes, there is little variation of the objectives and proposals of the experiments, since they were restricted to developing technical and instrumental skills or to prove scientific theories. There are no historical experiments or a discussion of the nature of science. The scripts are corroborated by teachers' responses, which in part say they do not make a historical-philosophical approach in practical lessons or, when they do it, do not demonstrate clarity about what that approach would be. The students' discourse on the objectives of the experimental classes and their approaches clearly resemble those of the teachers focusing on the concern of the apprehension of the technique and the proof of theories that were taught a priori in the classroom. We believe that the use of the didactic laboratory should be rethought pedagogically and epistemologically due to misunderstandings that may lead to a simplified, dogmatic, outdated, a-historical, decontextualized and uninteresting science education without any contribution to the teaching-learning process.Keywords: Science teaching; Experimental Activities; Nature of Science.

The Materials World Module Series and the Polymer Module: A Design-Oriented Approach to Teach Scientific Concepts to Grades 9-12 Students through Materials Science

2001 ◽  
Vol 684 ◽  
Author(s):  
SonBinh T. Nguyen ◽  
Jennifer K. Cocson ◽  
Carol L. Colby ◽  
Robert P. H. Chang ◽  
Keith E. Miller
Keyword(s):  
High School ◽  
High School Students ◽  
Science Curriculum ◽  
Polymeric Materials ◽  
Building Blocks ◽  
Modern World ◽  
Poly Vinyl Alcohol ◽  
Scientific Concepts ◽  
School Students ◽  
Polymer Properties

ABSTRACTThe Materials World Modules (MWM), funded by the National Science Foundation, is a series of nine short texts that introduce science and scientific concepts to high school students through guided investigations of the materials that surrounds us in the modern world. Designed to be flexible, these modules can be incorporated into a high school science curriculum as a learning-by-inquiry addition to the main science texts. Depending on the time that the teacher has, each module can be covered in 8 to 15 class periods. Using an inquiry method of learning, the modules prompt the students to generate questions about a subject and find experimental approaches which will lead them to the answers. The modules encourage the students to learn by carrying out simple experiments using readily available materials. The Polymers Module of the MWM series aims at introducing the concepts of polymer chemistry and polymeric materials to an audience that has had some exposure to general chemistry. It asks the students to investigate their surroundings to find polymer-based objects and to infer the properties of those objects from knowing the structures of the monomeric building blocks. It introduces the relation between polymer properties and structure and that between polymer properties and molecular weight by suggesting experiments that students can do with poly(vinyl alcohol) and poly(vinyl acetate) films. Finally, it encourages the students to use what they have learned to design simple devices using polymeric materials. An example of such a device is a humidity sensor that is fabricated from thin polymer films.

scholarly journals conventional educational with indoor & outdoor modules on disaster preparedness in high school students in Tomohon

2019 ◽  
Vol 14 (1) ◽  
pp. 91
Author(s):  
Rolly Harvie Stevan Rondonuwu ◽  
Monica Tandiayuk ◽  
Dorce Sisfiani Sarimin
Keyword(s):  
High School ◽  
High School Students ◽  
Disaster Management ◽  
Disaster Preparedness ◽  
Intervention Group ◽  
Volcanic Eruptions ◽  
Educational Interventions ◽  
Control Group ◽  
School Students ◽  
Experimental Group

Indonesia is one of the countries that experiences quite a lot of natural disasters such as floods, landslides, earthquakes, volcanic eruptions, tsunamis. Increased volcanic volcanic activity in Indonesia's volcanoes allows for potential eruptions in several regions. Disasters that occur in the community require good handling based on targeted disaster management, given that disasters come unexpectedly, for that many things must be prepared carefully including educational interventions on disaster management. This study aims to determine the differences using conventional indoor modules and modules indoor & outdoor on volcanic disaster preparedness in high school students in the city of Tomohon, North Sulawesi.The research design in this study was Quasi experiment one group pre-post-test. In this design high school students were given a pretest before being given education to find out the initial condition, and posttest after being given education, then it would be known whether there was a difference between the scores pretest and posttest . The population in this study were all Lokon high school students, and the sample was 10th grade students totaling 60 people, held in September 2016.The results showed that the experimental group student learning outcomes were better than the control group. The average posttest value of the experimental group students (73.27) was higher than the mean value of the control group posttest (66.17). thus there are differences in scores in the group given the indoor module intervention with the indoor-outdoor module intervention group with a value of p 0.001. (t independent test)Based on the results of the study concluded that there are differences in knowledge between students who are taught using the method indoor learning with students who use methods indoor & outdoor learning. Suggestion: expected teaching methods indoor + outdoor can be developed as a variety of learning methods Keywords: conventional Education, indoor & outdoor modules, Disaster

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