A hospital/school science fair mentoring program for middle school students.

1997 ◽  
Vol 273 (6) ◽  
pp. S47
Author(s):  
B Torres ◽  
R F Harris ◽  
D Lockwood ◽  
J Johnson ◽  
R Mirabal ◽  
...  
Keyword(s):  
Middle School ◽  
Science Education ◽  
Massachusetts General Hospital ◽  
Learning Experience ◽  
School Science ◽  
Mentoring Program ◽  
Science Fair ◽  
School Students ◽  
Adolescent Students ◽  
Innovative Learning

The Massachusetts General Hospital (MGH) and the James P. Timilty Middle School established a partnership to enhance science education, promote faculty development, and improve the health status and academic performance of all Timilty students. This article describes one of the Partnership's Science Connection programs, the Science Fair Mentoring Program, designed to enhance middle school science education, inform urban early adolescents about professions in the health field, inspire them to pursue postsecondary study in the health sciences, and prepare them for rigorous academic work in high school. In this program, hospital-based clinical and research staff mentor young adolescent students. The authors describe the planning, implementation, and evaluation of the Science Fair Mentoring Program as an innovative learning experience.

scholarly journals Development and Evaluation of an Augmented Reality Microscope for Science Learning: A Design-Based Research

2021 ◽  
Vol 4 (4) ◽  
pp. 708-728
Author(s):  
Mustafa Serkan Abdusselam ◽  
Selcan Kilis
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Augmented Reality ◽  
Science Teachers ◽  
Learning Experience ◽  
School Science ◽  
School Students ◽  
Design Based Research ◽  
Design Changes ◽  
Augmented Reality Technology

This study aims to develop and evaluate an augmented reality microscope, “MicrosAR”, for a middle school Science course, which was aimed for use both in and out of school, and to understand the users’ perceptions about it. The study adopted design-based research to iteratively develop and evaluate the MicrosAR. Learning activities and working handouts in the application were grounded upon inquiry-based learning. The initial prototype was evaluated with 99 middle school students, as well as 18 preservice and six experienced in-service science teachers. The second prototype was then evaluated with 96 different middle school students. Accordingly, design changes were applied to the second prototype to present the final product development. Participants’ experiences and perceptions were gathered through a self-developed, paper-based instrument after they practiced with the MicrosAR. The findings indicated that the MicrosAR was favored by and recognized as an effective and useful tool by the participants. The study highlighted the benefits that augmented reality technology and such an application can offer for learning purposes, and that it can be practiced at any place to deliver a “real” learning experience over virtual platforms, thereby saving costs, enhancing its availability, and improved learner interest.

scholarly journals Students’ Perceptions towards Using Mobile Application in Learning Speaking

2019 ◽  
Vol 2 (4) ◽  
pp. 499-514
Author(s):  
Desika Rinanda ◽  
Suparno Suparno ◽  
Sri Samiati Tarjana
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Mobile Applications ◽  
Mobile Application ◽  
English Language ◽  
Learning Experience ◽  
School Students ◽  
Central Java ◽  
Innovative Learning ◽  
Teaching Learning

The dramatic advancement technologies, particularly mobile applications, have influenced the education sector. The integration of mobile applications in education to change the teaching-learning process has taken place and led to innovative learning, including English language learning. Hence, this study aimed to find out the students’ perceptions and the factors influencing students’ perceptions toward the use of mobile application in learning English particularly speaking. To reach the objectives, this study used case study as the research method. The data were collected mainly through interview and observation. The participants were five vocational school students in Surakarta, Central Java, Indonesia. They were purposively selected because they had been familiar with mobile application and they had been taught speaking English using mobile application by their teacher, so that they could give adequate information.  The research findings showed positive perception from the students toward the use of Learn English Conversation application in learning speaking. They declared that the use of Learn English Conversation application could facilitate them in practicing speaking, bring fun and enjoyable learning during the learning process. Moreover, their positive perceptions were influenced by several factors such as the flexibility and the new learning experience given by the mobile application, the ease to run the mobile application and unrequired a lot of internet quota when the students run the mobile application.

Moodle

2013 ◽  
pp. 107-116 ◽  
Author(s):  
Elena Marcato ◽  
Elisabetta Scala
Keyword(s):  
Middle School ◽  
Learning Experience ◽  
First Year ◽  
Technological Equipment ◽  
School Students

The Project “Moodle: A Platform for a School” started in February 2010 in the first year of a cl@sse 2.0 of the middle school I.C.9 of Bologna. Through the integrated use of the Interactive WB, of personal notebooks of the students and of the technological equipment of the school, students and teachers have had the opportunity to use Moodle for socialization, exploration, and learning. The project has encouraged inclusion and has developed the students’ autonomy, making learning experience creative and motivating.

The i2Flex Transformation of a Commemorative Event to a Service-Learning Experience

2021 ◽  
pp. 589-615
Author(s):  
Christina Bakoyannis ◽  
Sevasti Koniossis
Keyword(s):  
Middle School ◽  
Service Learning ◽  
United Nations ◽  
Learning Experience ◽  
School Setting ◽  
Thinking Skills ◽  
School Students ◽  
Advisory Program ◽  
Teachers And Students

The American Community Schools (ACS) Athens Middle School was able to transform a one-day commemorative event known as United Nations Day into long-term service-learning using i2Flex principles and methodologies. The i2Flex blended learning component enabled teachers and students to overcome time limitations and empowered students to take ownership of their service. Utilizing i2Flex strategies can prove meaningful for long term student character development, innovation, and critical thinking skills required in the 21st century. The United Nations Sustainable Development Goals (UN SDGs or Global Goals) guided the development of the Moodle course shell and a lasting service-learning experience for middle school students. The authors also discuss how the transformation of United Nations Day into authentic service-learning shaped an advisory program in the middle school and what implications it can further have in a school setting.

scholarly journals Interest in Dialogic and Non-Dialogic Teacher Talk Situations in Middle School Science Classroom

2019 ◽  
Vol 18 (8) ◽  
pp. 1531-1546
Author(s):  
Kalle Juuti ◽  
Anni Loukomies ◽  
Jari Lavonen
Keyword(s):  
Middle School ◽  
Science Teachers ◽  
Science Classroom ◽  
Video Recording ◽  
Experience Sampling ◽  
School Science ◽  
Teacher Talk ◽  
Rank Test ◽  
Student Interest ◽  
School Students

AbstractPrevious research has shown that dialogic teacher talk not only supports students’ understanding but also raises their interest. However, there is little, if any, research on the connection between dialogic talk and student interest in classroom situations. To investigate this connection, we collected video observations and experience sampling data. In total, 87 middle school students aged 14 to 16 participated in the study. Data were collected from the classes of six science teachers, and three lessons were video recorded in each teacher’s classroom. During the lessons, students were asked several times to express their interest in the situation through the experience sampling method (ESM). The measurements took place in situations where the teacher either talked with the students or talked to the whole group of students. The talk situations were categorised as dialogic or non-dialogic, based on the video recording. On a five-point scale of interest, the median value was 3.3 in non-dialogic talk situations and 3.5 in dialogic talk situations. We hypothesised that students’ interest would be higher in dialogic talk situations than in non-dialogic talk situations. The hypothesis was tested with a related samples Wilcoxon signed rank test, and the results supported the hypothesis (Z  =  −  2.62; p  <  0.05). The results suggest that dialogic talk may trigger students’ interest in science learning.

The Impact of a Racing Feature on Middle School Science Students' Performance in an Educational Game

2016 ◽  
Vol 6 (3) ◽  
pp. 18-33 ◽  
Author(s):  
Marilyn Ault ◽  
Jana Craig-Hare ◽  
Bruce Frey
Keyword(s):  
Middle School ◽  
Game Design ◽  
School Science ◽  
Educational Game ◽  
Science Content ◽  
Game Play ◽  
School Students ◽  
Challenging Tasks ◽  
Game Features ◽  
The Impact

Reason Racer is an online, rate-based, multiplayer game designed to engage middle school students in the knowledge and skills related to scientific argumentation. Several game features are included as design considerations unrelated to science content or argumentation. One specific feature, a competitive racing component that occurs in between challenging tasks, is the subject of this analysis. The effect of two conditions on 72 ninth grade students' performance was analyzed: game play with a competitive racing component (Race) and game play without a competitive racing component (No-Race). A counterbalanced design was used with two randomly assigned groups playing the game using two different science scenarios. When students played with a racing component interspersed between challenging tasks they completed the tasks more quickly and accurately than when they did not experience the racing component. These findings are discussed in terms of game design and the use of game features not related to academic content.

Impact of CW-FIT on Student and Teacher Behavior in a Middle School

2020 ◽  
Vol 22 (4) ◽  
pp. 195-206
Author(s):  
Renee Speight ◽  
Peggy Whitby ◽  
Suzanne Kucharczyk
Keyword(s):  
Middle School ◽  
Behavior Management ◽  
Student Behavior ◽  
Functional Relation ◽  
Teacher Behavior ◽  
School Students ◽  
Adolescent Students ◽  
Behavior Specific Praise ◽  
Classroom Level ◽  
Specific Praise

Positive behavior interventions and supports (PBIS) improve student behavior. Yet, teachers may not receive adequate training to implement PBIS at the classroom level. This study evaluated class-wide function-related intervention teams (CW-FIT) as a classroom-level behavior management system to determine whether the behavior of middle school students would improve with teacher implementation of CW-FIT. A multiple-baseline across conditions design was used to evaluate changes in on-task behavior of adolescent students in sixth and seventh grade from a socioeconomically and ethnically diverse middle school. In addition, the effects on teacher behavior-specific praise statements and teacher reprimands were assessed. Consistent with previous evaluations of CW-FIT, findings indicated a functional relation between the intervention and increases in on-task student behavior. In addition, the findings also showed improvements to teacher behavior with increases in behavior-specific praise statements; however, no effect was observed with teacher reprimands. Social validity measures indicated students and teachers found the intervention favorable. Implications, limitations, and areas for future inquiry are discussed.

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