Gifted Students’ Conceptions of Their High School STEM Education

2017 ◽  
Vol 41 (1) ◽  
pp. 60-92 ◽  
Author(s):  
Dianna R. Mullet ◽  
Todd Kettler ◽  
AnneMarie Sabatini
Keyword(s):  
High School ◽  
Secondary Students ◽  
Stem Education ◽  
Curriculum Design ◽  
Research University ◽  
Gifted Students ◽  
Deep Understanding ◽  
School Science ◽  
High School Science ◽  
Stem Learning

This qualitative study was conducted to explore gifted students’ conceptions of their high school science, technology, engineering, and mathematics (STEM) education. Participants were seven male and female college freshmen selected from the Honors College of a large research university. In-depth interviews captured students’ retrospective accounts of their conceptualizations of their high school STEM education. Interview transcripts were analyzed inductively using a phenomenographic analysis framework. Findings comprised an outcome space composed of six core categories of meaning representing STEM learning environment, institutional supports, social supports, teacher qualities, active involvement in learning, and students’ self-perceptions of their STEM capability. Findings from this study offer a deep understanding of contemporary STEM education of gifted secondary students and help inform future curriculum design, program evaluation, and educational policy.

Experience with a physiology workshop for high school and college teachers.

1990 ◽  
Vol 258 (6) ◽  
pp. S11
Author(s):  
D C Randall ◽  
J Engelberg ◽  
B A Jackson ◽  
K A Ogilvy ◽  
W R Revelette ◽  
...  
Keyword(s):  
High School ◽  
Science Teachers ◽  
Science Curriculum ◽  
Gifted Students ◽  
The United States ◽  
School Science ◽  
High School Science ◽  
College Teachers ◽  
Laboratory Equipment ◽  
Integrative Physiology

Science education in the United States at all academic levels is widely perceived to need direct assistance from professional scientists. The current dearth of quality applicants from this country to medical and graduate schools suggests that our existing undergraduate and high school science curriculum is failing to provide the necessary stimulus for gifted students to seek careers in the health sciences. Recognizing the need to become more directly helpful to high school and college science teachers, members of the faculty of the Department of Physiology and Biophysics at the University of Kentucky College of Medicine held a 5.5-day Physiology Summer Workshop during June, 1989. Participants included 25 college teachers from Kentucky and 5 other states plus 22 Kentucky high school teachers. The presence of the two levels of educators provided communication about curricular concerns that would be best addressed by mutual action and/or interaction. Each day's activities included morning lectures on selected aspects of organ system and cellular physiology, a series on integrative physiology, and afternoon laboratory sessions. The laboratory setting allowed the instructor to expand on principles covered in lecture as well as provided the opportunity for in-depth discussion. A selection of evening sessions was presented on 1) grants available for research projects, 2) obtaining funds for laboratory equipment, and 3) graduate education in physiology.

scholarly journals Biology Learning Station Strategy (BLISS): Its Effects on Science Achievement and Attitude towards Biology

2019 ◽  
Vol 1 (2) ◽  
pp. 78-89
Author(s):  
Danilo Villar Rogayan
Keyword(s):  
High School ◽  
Junior High School ◽  
Curriculum Design ◽  
Science Achievement ◽  
Learning Strategy ◽  
Junior High ◽  
School Science ◽  
High School Science ◽  
Science Students ◽  
Biology Learning

Science education faces monumental changes in terms of curriculum design and approach brought about by the challenges of globalization and diversifying educational landscapes. This study sought to test the effects of Biology Learning Station Strategy (BLISS) to the academic achievement and attitude of junior high school Science students. This action research utilized a within-group pretest-posttest experimental design involving 28 Grade 10 Science students of a government-run secondary school in Central Luzon, Philippines. The study found out that prior to the intervention, the junior high school Science students were performing below average in terms of Science achievement and have slightly positive attitude towards Biology. After the intervention, the students’ Science achievement and their attitude towards Biology had improved. BLISS was found to be an effective differentiated learning strategy in improving the Science achievement and attitude towards Biology of students. There was a positive correlation between Science achievement and attitude towards Biology.

scholarly journals Profile of High School Science Learning and the Potential for Implementation of Design Based Learning in Learning During the Covid Period

2021 ◽  
Vol 5 (3) ◽  
pp. 219-225
Author(s):  
Arie Novia Santi* ◽  
Anna Permanasari ◽  
Didit Ardianto
Keyword(s):  
High School ◽  
Science Teachers ◽  
Qualitative Method ◽  
Science Learning ◽  
Research Result ◽  
Boarding School ◽  
School Science ◽  
High School Science ◽  
Stem Learning ◽  
Design Learning

Science teachers must be able to design learning to be able to accommodate demands 21st century learning. Therefore, a study was conducted that aims to analyze the profile of learning with DBL in high school science learning. The research method used is descriptive qualitative method based on learning outcomes through information learning interviews conducted with teachers at the MA Boarding School As Sa'idah Sukabumi as many as 15 people. The results of the interviews showed that generally science teachers had apply the learning process with PBL, PjBL, and discovery learning models by using Process Approach, inquiry and concept. However, students have not demonstrate quality interactions to build critical thinking in accordance with which is expected. Furthermore, no teacher has implemented it yet STEM-based science learning. The results of interviews with teachers show 99% of teachers already familiar with STEM learning, but 65% have not applied it in learning. Meanwhile, the results of interviews with teachers found that DBL which is a marker of STEM learning has never been implemented in science class. Research result provide the need for science learning innovations using the approach DBL, given the highly prospective characteristics of DBL for establishing quality interactions, thinking, creative students and practice the ability to collaborate and communicate students, even in this Covid-19 pandemic situation

scholarly journals Making it RAIN: Using Remotely Accessible Instruments in Nanotechnology to Enhance High School Science Courses

2019 ◽  
Vol 2 (2) ◽  
pp. 74
Author(s):  
Ashley Min ◽  
Jared Ashcroft ◽  
Joel Monroy ◽  
Vanessa Wolf ◽  
Christina Lee ◽  
...  
Keyword(s):  
High School ◽  
School Science ◽  
High School Science ◽  
Stem Learning ◽  
Science Courses ◽  
Atomic Force ◽  
Advanced Technologies ◽  
Transmission Electron ◽  
Electron Microscopes ◽  
K 12

<p><em>The Remotely Accessible Instruments in Nanotechnology (RAIN) Network is a conglomerate of nineteen community colleges, four-year universities and high school sites that aims to enhance STEM learning by bringing advanced technologies to K-12 education. RAIN provides free </em><em>remote </em><em>access to instruments such as Scanning Electron, Atomic Force and Transmission Electron Microscopes, as well as Energy Dispersive and Infrared Spectroscopy. The following is a variety of experiments and an empirical formula lab that can be performed in a high school physical science or chemistry classroom that utilizes the RAIN Network.</em></p><p><em><br /></em></p>

MODEL PENDIDIKAN KARAKTER TERINTEGRASI PEMBELAJARAN SAINS

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Wayan Sadia
Keyword(s):  
High School ◽  
Character Education ◽  
Science Teachers ◽  
Science Learning ◽  
School Science ◽  
Lesson Plans ◽  
Assessment Model ◽  
High School Science ◽  
Learning Models ◽  
High School Science Teachers

Abstract This research was conducted with the main objective to develop a model of character education integrated with science learning in elementary, junior, and senior high schools. The research was focused on the needs analysis study involving 36 elementary school science teachers, 34 junior high school science teachers and 27 senior high school science teachers to collect information on science learning in relation to character education. Data were collected by questionnaires, observation and interviewing techniques. Data were analyzed by descriptive and qualitative meaning. The results showed that: 1) character education can be developed through selection of science learning model, assessment model, and teaching materials, 2) science learning models that contribute significantly to the development of the character of students are inquiry learning, problem-based learning, cooperative learning , science-technology-society, problem solving, and contextual learning models, 3) science teacher’s responses to the character education are generally very positive and seek to develop good character through a learning process, 4) some (55.3%) science teachers include indicators of character values that to be target of learning in the syllabus and lesson plans, and some (44.7%) do not explicitly specify its, but implicitly implied in the syllabus and lesson plans. Keywords: character education, integrated science learning

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