Sustaining Engagement and Interest in the Classroom: Effects of the EngageALL Instructional Model

This chapter describes an empirical study that tests the motivational and learning effects of an intervention designed to initiate and sustain interest and engagement in high school biology classrooms. Positive effects were demonstrated for conceptual understanding, vocabulary acquisition, and perceptions of the learning experiences.

Download Full-text

Internships and Work-Based Learning: Strategies for Enhancing Key Relationships

Journal of Family & Consumer Sciences ◽

10.14307/jfcs111.4.62 ◽

2019 ◽

Vol 111 (4) ◽

pp. 62-65

Author(s):

Jennifer Dobbs-Oates

Keyword(s):

Professional Development ◽

High School ◽

Career Development ◽

Graduation Rates ◽

Learning Strategies ◽

Learning Experiences ◽

Entry Level ◽

Positive Effects ◽

Retention And Graduation Rates

Internships and other work-based learning experiences provide significant learning and professional development opportunities for students at both high school and college levels. Work-based learning has been shown to have positive effects on retention and graduation rates as well as career development and motivation (Davis & Snyder, 2009). Employers report valuing internship experiences highly when filling entry-level positions, and surveys indicate that students find internships to be valuable and satisfying experiences (Brooks & Simpson, 2014).

Download Full-text

Effects of active-learning experiences on achievement, attitudes, and behaviors in high school biology

Journal of Research in Science Teaching ◽

10.1002/tea.20183 ◽

2007 ◽

Vol 44 (7) ◽

pp. 960-979 ◽

Cited By ~ 63

Author(s):

Roman Taraban ◽

Cathy Box ◽

Russell Myers ◽

Robin Pollard ◽

Craig W. Bowen

Keyword(s):

High School ◽

Active Learning ◽

Learning Experiences ◽

High School Biology ◽

Attitudes And Behaviors ◽

Achievement Attitudes ◽

And Behaviors

Download Full-text

High school biology evolution learning experiences in a rural context: a case of and for cultural border crossing

Cultural Studies of Science Education ◽

10.1007/s11422-016-9758-0 ◽

2016 ◽

Vol 12 (1) ◽

pp. 53-79 ◽

Cited By ~ 7

Author(s):

Lisa A. Borgerding

Keyword(s):

High School ◽

Learning Experiences ◽

Border Crossing ◽

High School Biology ◽

Rural Context ◽

Evolution Learning

Download Full-text

Using mobile applications for learning: Effects of simulation design, visual-motor integration, and spatial ability on high school students’ conceptual understanding

Computers in Human Behavior ◽

10.1016/j.chb.2016.09.032 ◽

2017 ◽

Vol 66 ◽

pp. 103-113 ◽

Cited By ~ 14

Author(s):

June-Yi Wang ◽

Hsin-Kai Wu ◽

Ying-Shao Hsu

Keyword(s):

High School ◽

High School Students ◽

Spatial Ability ◽

Conceptual Understanding ◽

Mobile Applications ◽

Learning Effects ◽

Simulation Design ◽

School Students ◽

Visual Motor Integration ◽

Visual Motor

Download Full-text

Connecting student interests and questions with science learning goals through project-based storylines

Disciplinary and Interdisciplinary Science Education Research ◽

10.1186/s43031-021-00040-z ◽

2022 ◽

Vol 4 (1) ◽

Author(s):

William R. Penuel ◽

Brian J. Reiser ◽

Tara A. W. McGill ◽

Michael Novak ◽

Katie Van Horne ◽

...

Keyword(s):

High School ◽

Science Learning ◽

Learning Experiences ◽

Project Based Learning ◽

Learning Goals ◽

High School Biology ◽

Design Strategies ◽

Student Interests ◽

Present Design ◽

Conceptual Paper

AbstractIn this conceptual paper, we describe the approach in storylines that builds on principles of project-based learning and focuses on supports for making science learning coherent from the students’ perspective. In storylines, students see their science work as addressing questions and problems their class has identified. We present design principles that guide the teaching and enactment of storyline units and explore the connections of these principles to ideas of project-based science. We illustrate how these design strategies are reflected in a high school biology unit co-developed by teachers and researchers. We present student artifacts that document the agency students take on in this work. We then summarize results from earlier studies examining students’ learning and perceptions of coherence of their learning experiences.

Download Full-text

Mobilizing for Some

Journal of Media Psychology Theories Methods and Applications ◽

10.1027/1864-1105/a000199 ◽

2016 ◽

Vol 28 (3) ◽

pp. 123-135 ◽

Cited By ~ 7

Author(s):

Raffael Heiss ◽

Jörg Matthes

Keyword(s):

High School ◽

Social Media ◽

High School Students ◽

Experimental Design ◽

Collective Efficacy ◽

Political Efficacy ◽

Negative Effects ◽

School Students ◽

Positive Effects ◽

Specific Factors

Abstract. This study investigated the effects of politicians’ nonparticipatory and participatory Facebook posts on young people’s political efficacy – a key determinant of political participation. We employed an experimental design, using a sample of N = 125 high school students (15–20 years). Participants either saw a Facebook profile with no posts (control condition), nonparticipatory posts, or participatory posts. While nonparticipatory posts did not affect participants’ political efficacy, participatory posts exerted distinct effects. For those high in trait evaluations of the politician presented in the stimulus material or low in political cynicism, we found significant positive effects on external and collective efficacy. By contrast, for those low in trait evaluations or high in cynicism, we found significant negative effects on external and collective efficacy. We did not find any effects on internal efficacy. The importance of content-specific factors and individual predispositions in assessing the influence of social media use on participation is discussed.

Download Full-text

Toward High School Biology: Understanding Growth in Living Things, Student Edition

10.2505/9781681404431 ◽

2017 ◽

Keyword(s):

High School ◽

High School Biology ◽

Living Things

Download Full-text

Plant Biotechnology Workshop for High School Students

HortScience ◽

10.21273/hortsci.33.3.504e ◽

1998 ◽

Vol 33 (3) ◽

pp. 504e-504

Author(s):

Erika Szendrak ◽

Paul E. Read ◽

Jon S. Miller

Keyword(s):

High School ◽

High School Students ◽

Medical Science ◽

Plant Biotechnology ◽

Plant Science ◽

High School Biology ◽

School Students ◽

Subsequent Transformation ◽

Set Up

Modern aspects of many subjects (e.g., computer science and some aspects of medical science) are now taught in many high schools, but the plant sciences are often given short shrift. A collaboration was therefore established with a high school biology program in which pilot workshops could be developed to enable advanced students to gain insights into modern plant science techniques. A successful example is the workshop on plant biotechnology presented in this report. This workshop is simple and flexible, taking into account that most high school biology laboratories and classrooms are not set up for sophisticated plant science/biotechnology projects. It is suitable for from 10 to 30 students, depending upon space and facilities available. Students work in pairs or trios, and learn simple disinfestation and transfer techniques for micropropagation and potential subsequent transformation treatments. Students gain insights into: sterile technique and hygiene; plant hormones and their physiological effects; plant cell, tissue and organ culture; the influence of environmental factors on response of cells and tissues cultured in vitro; and an understanding of the phenomenon of organogenesis and resulting plant growth and development. This workshop has been tested on several classes of students and following analysis, several refinements were included in subsequent iterations. Results of the students' experiments have been positive and instructive, with student learning outcomes above expectations. Further details of the workshop techniques and approach will be presented.

Download Full-text