scholarly journals Exploration of Middle School Students’ Ideas of Fine Dust Issues Using Issue Concept Maps

2020 ◽  
pp. 1-20
Author(s):  
Gahyoung Kim ◽  
Kongju Mun ◽  
Hyunju Lee
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Concept Maps ◽  
Two Dimensions ◽  
Seventh Graders ◽  
Fine Dust ◽  
Instructional Tool ◽  
School Students ◽  
Before And After

Abstract This study introduces issue concept maps (IC map) as an instructional tool for exploring students’ idea about socio-scientific issues (SSI). By visualizing students’ ideas in two dimensions, context and occurrence, IC maps represent what kinds of ideas students have on the issues, and how their ideas change and connect. In the study, we implemented a SSI program on fine dust for 77 seventh graders and used IC maps to investigate how their ideas changed after the program. Students collaboratively constructed IC maps in groups before and after the program. Results show that the number of ideas written on IC maps significantly increased after the program from 92 to 254 ideas, indicating that the program contributed to enhancing students’ awareness about the issues in terms of its causes, effects, and countermeasures at various context levels. Students also presented a greater variety of types of connections among their ideas after the program.

Comparing Middle School Students’ Responses to Narrative Versus Expository Texts on Situational and Individual Interest

2014 ◽  
Author(s):  
Amanda Durik ◽  
◽  
Steven McGee ◽  
Edward Hansen ◽  
Jennifer Duck ◽  
...  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Situational Interest ◽  
Expository Texts ◽  
Individual Interest ◽  
School Students ◽  
Web Based ◽  
Web Based Learning ◽  
Before And After ◽  
Text Genre

This project examined the effects of text genre on both situational and individual interest. Middle school students completed a three-session web-based learning module in the domain of ecology wherein they were randomly assigned to either narrative or expository readings that were matched on key idea units and other variables. Students reported individual interest in ecology on the day before and after their exposure to the module. Affective and cognitive situational interest was measured after the readings on each day of the module. The results showed that expository readings were perceived as more helpful for learning than were narrative readings, but this varied somewhat by initial individual interest. Although the narrative versions did not facilitate situational interest, there was a small effect on individual interest suggesting that learners exposed to narrative readings came to perceive the domain of ecology as a more meaningful discipline than did those exposed to expository readings.

scholarly journals The Measurement of School Sports Atmosphere and the Relation Between Middle School Students Scientific Creativity

2020 ◽  
Vol 1 (3) ◽  
Author(s):  
Peng Hou ◽  
Shaoyong Yu
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
School Environment ◽  
Two Dimensions ◽  
Survey Method ◽  
School Students ◽  
Scientific Creativity ◽  
School Sports ◽  
Teacher Student ◽  
Student Trust

Purpose — This paper builds the structure dimension of the school sports atmosphere, develops the corresponding measuring tool, discusses the relation between the school sports atmosphere and the scientific creativity of middle school students. Methods — Research methods combining theory with empirical evidence, including interview survey method, psychological measurement method, mathematical statistics, etc. Conclusion — The school sports atmosphere covers 13 items in three dimensions: self-identification, teacher-student trust, and school environment. The overall Cronbachα value of the scale is 0.865. The two dimensions of self-identification and teacher-student trust can significantly positively predict the product improvement ability, experimental design ability and technical product design ability of middle school students' scientific creativity. School environment can positively predict the seven dimensions of scientific creativity of middle school students.

scholarly journals Peningkatan Semangat Belajar dengan Peta Konsep dan Media Pembelajaran menggunakan Program Mindmapple

2019 ◽  
Vol 7 (2) ◽  
pp. 178-181
Author(s):  
Sri Endang Wahyuni ◽  
Fita Widiyatun ◽  
Halleyna Widyasari ◽  
Puji Suharmanto
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Community Service ◽  
Middle School Teachers ◽  
Teaching And Learning ◽  
Concept Maps ◽  
Learning Motivation ◽  
School Teachers ◽  
Service Program ◽  
School Students

Abstract. A community service program has been carried out which aims to introduce MindMapple software in making concept maps and learning media in increasing the learning motivation of TRAMPIL Middle School students. The activity participants were all Trampil Middle School teachers. Mindmapple software can be downloaded for free or paid. This software can be used by teachers in creating concept maps in the teaching and learning process. Besides being easy to use, this program can also train creativity from the teacher in making concept maps. After doing activities around 80% of teachers who are accustomed to operating laptops can easily operate the MindMapple program. While 20% of teachers who are constrained to operate a laptop still need guidance in applying mindmapple software. The output of this community service is a module on the introduction of software.Abstrak. Telah dilakukan program kegiatan pengabdian kepada masyarakat  yang bertujuan memperkenalkan software MindMapple dalam pembuatan peta konsep dan media pembelajaran dalam meningkatkan motivasi belajar siswa SMP TRAMPIL. Peserta kegiatan adalah seluruh guru SMP Trampil. Software MindMapple dapat diunduh secara gratis maupun berbayar. Software ini dapat digunakan oleh guru dalam membuat peta konsep dalam proses belajar mengajar. Selain mudah penggunaannya, program ini juga dapat melatih kekreatifitasan dari  guru dalam pembuatan peta konsep. Setelah melakukan kegiatan sekitar 80 % guru yang terbiasa mengoperasikan laptop dapat dengan mudah mengoperasikan program MindMapple. Sedangkan 20% guru yang terkendala mengoperasikan laptop masih perlu bimbingan dalam mengaplikaskan software MindMapple. Luaran dari kegiatan pengabdian kepada masyarakat ini adalah modul tentang pengenalan software.

scholarly journals Impact of Informal Experiences: Changes in Mathematics Motivation for Middle Schoolers

2020 ◽  
Vol 10 (3) ◽  
pp. 88
Author(s):  
Suzanne F Lindt ◽  
Dittika Gupta
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Self Efficacy ◽  
Learning Goals ◽  
School Students ◽  
Middle Schoolers ◽  
Before And After ◽  
Efficacy Measure ◽  
Vicarious Experiences ◽  
The Impact

The current research sought to examine the impact of a week-long mathematics camp on motivation and self-efficacy beliefs of participating middle school students. Middle school students participated in a one-week mathematics camp on a college campus, where they worked on authentic mathematics activities that were applied to real world concepts. The activities were developed by a mathematics educator and were facilitated by trained college students. Middle school students responded to the Sources of Self-Efficacy measure before and after the mathematics camp to determine whether changes occurred in various motivational variables resulting from their participation in the camp. Parallel t-tests indicated significant positive changes in students’ vicarious experiences and mastery goals to suggest that participation in the camp may have caused students to feel more confident in their ability to work through math problems and to adopt learning goals for mastering mathematics content. Providing middle school students with informal learning experiences in mathematics may help them in creating long-term goals for their learning.

Professional Development: Lesson Design and Reflection

1996 ◽  
Vol 1 (8) ◽  
pp. 648-652
Author(s):  
Merrie L. Schroeder
Keyword(s):  
Professional Development ◽  
Middle School ◽  
Middle School Students ◽  
Small Group ◽  
Two Dimensions ◽  
Lesson Design ◽  
School Students ◽  
Student Activities ◽  
Linear List ◽  
Exciting Time

After twenty-five years of teaching junior high and middle school students, I might expect designing lessons to be a mindless routine. Yet I believe that today is an exciting time to be creating lessons. The excitement comes from seeing a subtle and powerful shift from thinking about lesson design as what I will do to prepare students to meet district outcomes to thinking about what learners will do to understand mathematics. This shift from “I” and “outcomes” to “what learners will do” has caused me to change from writing my lesson plans as a linear list of teacher activities to writing them as a matrix of student activities based on two dimensions of communication: four modes-oral, written, visual, and kinesthetic-and four audiences-self, partner, small group, and whole class. This matrix is shown in figure 1. The type of audience is indicated by the number of dots. One dot represents communicating with self, two dots represent communicating with a partner, and so on.

Using Attribute Blocks to Develop a Conceptual Understanding of Probability

2001 ◽  
Vol 6 (5) ◽  
pp. 290-294
Author(s):  
Robert J. Quinn
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Conceptual Understanding ◽  
Middle Grades ◽  
School Curriculum ◽  
Seventh Graders ◽  
Time Block ◽  
School Students ◽  
Formal Curriculum ◽  
Ability Levels

Middle school students continue to rely on concrete experiences to construct knowledge but are starting to develop the ability to think abstractly (NCTM 1989, p. 68). Thus, the middle school curriculum should provide a “bridge between the concrete elementary school curriculum and the more formal curriculum of the high school” (NCTM 1989, p. 102). This article describes a series of activities using attribute blocks designed to help middle school students construct knowledge about, and develop conceptual understanding of, probability. Depending on the ability levels of the students, these activities can be completed in a single twohour time block or can be spread over three or four sessions of about one hour each. These introductory probability explorations are appropriate for seventh graders but can be adapted for students at other levels. Attribute blocks are frequently used in the primary grades, but this article shows that they can be quite useful in the middle grades, as well.

Food, nutrient, and energy waste among school students

2018 ◽  
Vol 120 (8) ◽  
pp. 1807-1831 ◽  
Author(s):  
Maria Teresa Kowalewska ◽  
Anna Kołłajtis-Dołowy
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Young People ◽  
Educational Intervention ◽  
Food Waste ◽  
Sustainable Consumption ◽  
Household Waste ◽  
School Students ◽  
Content Type ◽  
Before And After

Purpose According to a study by European Commission, 88m tons of food waste are generated per year, of which 46.5m tons are wasted by households. Households still remain the main source of food waste (53 percent). The purpose of this paper is to estimate households’ food waste and wastage-related losses of energy and nutrients among middle school students as well as assess educational intervention regarding food waste prevention. Design/methodology/approach The study included 555 students from 11 schools in Poland. The study was conducted using the survey questionnaire and the three-day record of food waste. The interventional group filled a questionnaire before and after of education as well as after three months of intervention. Findings Students waste 23 g of food per day. The most wasted products are: potatoes, bread, fruits and vegetable as well as meet and ham. Energy losses from leftovers are less than 1–10 percent. Losses of nutritional value along with wastages were the highest for vitamin C, but also for dietary fiber, potassium and folate. Food waste education was nearly twice as strong in study group with films intervention, than those who received only a leaflet for parents. Research limitations/implications Middle school students are responsible for households’ food waste and contribute to energy and nutrition losses. Educational intervention is more effective, while using multimedia methods and need to be continued. Practical implications The paper is a scientific study and addressed to the scientific audience. However, due to the problem of households’ food waste, general public could be also interested. Social implications Food waste is an element of waste management. Studying the scale of food waste and waste related behavior can help to better understand causes of food waste. The search for ways to limit food waste, through education address to young people, can be an effective method of prevention of waste. The UN has established 17 new development goals for the years 2015–2030 (United Nations, 2015). One of them (Goal 12) is focused on ensuring sustainable consumption and production. It means halving food waste at the retail and consumer levels and food losses at the production and post-harvest stages by 2030. Originality/value There are few publications available about food waste including energy and nutrients waste. This study shows the scale of household waste, the quantity and type of wasted products and causes of disposal. Also, the way of handling with food waste at homes was examined. It is also important to draw attention to the responsibility of young people in wasting food, which was examined in the paper.

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