What Makes a Student a High Achiever in Science?

1993 ◽  
Vol 9 (1) ◽  
pp. 24-32 ◽  
Author(s):  
Pinchas Tamir
Keyword(s):  
Cognitive Abilities ◽  
Formal Education ◽  
Earth Science ◽  
School Science ◽  
High Achievers ◽  
9Th Grade ◽  
School Subjects ◽  
12Th Grade ◽  
And Mathematics ◽  
The University

Substantial differences were found between the 5% top achievers in science and the remaining 95% 9th and 12th grade students. While girls constitute 55% of the 9th grade population only 18% of the high achievers are girls, a ratio of approximately 1:3. The corresponding ratio in the 12th grade was 1:8, 1:5, 1:2 and 3:4 for physics, non-science, chemistry and biology majors respectively. A typical profile of a higher achiever is: A small family. Parents with more formal education holding more science related careers, and more books at home. School science grades are relatively high. Science and mathematics are liked more than other school subjects. Intends to study science in the university and aspires for a science related career. The gaps between the top % and the rest in biology and physics are larger than in chemistry and earth science. The high achievers excel more in tasks which require higher cognitive abilities and which are outside their area of specialization. Their attitudes toward science learning are considerably more positive. Finally, they exhibit substantially higher preference for questioning and lower preference for rote memorization.

scholarly journals A Campus-Wide Study of STEM Courses: New Perspectives on Teaching Practices and Perceptions

2014 ◽  
Vol 13 (4) ◽  
pp. 624-635 ◽  
Author(s):  
Michelle K. Smith ◽  
Erin L. Vinson ◽  
Jeremy A. Smith ◽  
Justin D. Lewin ◽  
MacKenzie R. Stetzer
Keyword(s):  
Teaching Practices ◽  
Student Behavior ◽  
School Science ◽  
Faculty Members ◽  
High School Science ◽  
Observation Data ◽  
Instructional Behaviors ◽  
Specific Teaching ◽  
And Mathematics ◽  
The University

At the University of Maine, middle and high school science, technology, engineering, and mathematics (STEM) teachers observed 51 STEM courses across 13 different departments and collected information on the active-engagement nature of instruction. The results of these observations show that faculty members teaching STEM courses cannot simply be classified into two groups, traditional lecturers or instructors who teach in a highly interactive manner, but instead exhibit a continuum of instructional behaviors between these two classifications. In addition, the observation data reveal that student behavior differs greatly in classes with varied levels of lecture. Although faculty members who teach large-enrollment courses are more likely to lecture, we also identified instructors of several large courses using interactive teaching methods. Observed faculty members were also asked to complete a survey about how often they use specific teaching practices, and we find that faculty members are generally self-aware of their own practices. Taken together, these findings provide comprehensive information about the range of STEM teaching practices at a campus-wide level and how such information can be used to design targeted professional development for faculty.

scholarly journals Gidakiimanaanawigamig’s Circle of Learning: A Model for Partnership between Tribal Community and Research University

2017 ◽  
Vol 4 (3) ◽  
Author(s):  
Diana M Dalbotten ◽  
Emi Ito ◽  
Susan Eriksson ◽  
Holly Pellerin ◽  
Lowana Greensky ◽  
...  
Keyword(s):  
Native American ◽  
Research University ◽  
Tribal College ◽  
Tribal Community ◽  
Research Experience ◽  
University Of Minnesota ◽  
12Th Grade ◽  
Education Community ◽  
And Mathematics ◽  
The University

Since 2002, the National Center for Earth-Surface dynamics has collaborated with the Fond du Lac Band of Lake Superior Chippewa, the Fond du Lac Tribal and Community College, the University of Minnesota, and other partner institutions to develop programs aimed at supporting Native American participation in science, technology, engineering, and mathematics (STEM) fields, and especially in the Earth and Environmental Sciences. These include the gidakiimanaaniwigamig math and science camps for students in kindergarten through 12th grade, the Research Experience for Undergraduates on Sustainable Land and Water Resources, which takes place on two native reservations, and support for new majors at tribal colleges. All of these programs have a common focus on collaboration with communities, place-based education, community-inspired research projects, a focus on traditional culture and language, and resource management on reservations. Strong partnerships between university, tribal college, and Native American reservation were a foundation for success, but took time and effort to develop. This paper explores steps towards effective partnerships that support student success in STEM via environmental education.

scholarly journals Increasing Physics Teacher Production by Replicating the UTeach Preparation Model and Awarding Noyce Scholarships

2017 ◽  
Vol 8 ◽  
Author(s):  
Gregory R. Hale ◽  
Ramon E. Lopez ◽  
Ann M. L. Cavallo ◽  
Erin E. Gonzales
Keyword(s):  
Science Teacher ◽  
Student Teaching ◽  
Science Teachers ◽  
School Science ◽  
Teacher Preparation Program ◽  
High School Science ◽  
University Of Texas ◽  
Order Of Magnitude ◽  
And Mathematics ◽  
The University

In order to improve the production of physics teachers, and high school science teachers in general, at The University of Texas at Arlington, the authors obtained grant funding to offer National Science Foundation Robert Noyce Teacher Scholarships and to support a replication of the successful UTeach science and mathematics teacher preparation program. The Noyce grant was obtained first, and a modest increase in science teacher production was seen. The UTeach replication has been implemented on a four-year schedule, culminating in the establishment of a new student teaching program in January 2014. The combination of a UTeach replication and availability of Noyce Scholarships has UT Arlington poised to improve its science teacher production by an order of magnitude.

scholarly journals Undergraduate and graduate programmes in astronomy for the developing world

2006 ◽  
Vol 2 (SPS5) ◽  
pp. 229-236
Author(s):  
John R. Percy
Keyword(s):  
Education Research ◽  
Best Practices ◽  
Formal Education ◽  
Interdisciplinary Team ◽  
Project Work ◽  
Effective Partnership ◽  
And Mathematics ◽  
The University ◽  
Fundamental Requirement ◽  
Careful Thought

AbstractIn this paper, I discuss some aspects of the design of undergraduate and graduate astronomy curricula, broadly defined, for developing countries. A fundamental requirement is to develop students' ability and desire to learn, both in university and beyond. I then discuss several aspects of the curriculum: (i) The programme of coursework in astronomy and related topics such as physics and mathematics; (ii) The associated practical and project work to develop skills as well as knowledge; (iii) Linking the coursework, effectively, to various aspects of research; (iv) Development of general academic and professional skills such as oral and written communication, teaching, planning and management, and the ability to function as part of an interdisciplinary team; and (v) Orientation to the culture of the university and to the science and the profession of astronomy.To accomplish all of these goals may seem daunting, especially as many of them are not achieved in the most affluent universities. But much can be gained by recognizing that there are well-established “best practices” in education, achieved through formal education research, reflection, and experience. Simple resources, effectively used, can be superior to the highest technology, used without careful thought. It is often best to do a few things well; “less can be more”. And effective partnership, both within the local university and with the outside astronomical community, can also contribute to success.

The Role of Test Anticipation in the Link Between Performance-Approach Goals and Academic Achievement

2016 ◽  
Vol 75 (3) ◽  
pp. 123-132 ◽  
Author(s):  
Marie Crouzevialle ◽  
Fabrizio Butera
Keyword(s):  
Learning Strategies ◽  
Test Performance ◽  
Longitudinal Design ◽  
Study Strategies ◽  
High Achievers ◽  
Course Content ◽  
And Mathematics ◽  
Set Up ◽  
Approach Goals ◽  
Goal Endorsement

Abstract. Performance-approach goals (i.e., the desire to outperform others) have been found to be positive predictors of test performance, but research has also revealed that they predict surface learning strategies. The present research investigates whether the high academic performance of students who strongly adopt performance-approach goals stems from test anticipation and preparation, which most educational settings render possible since examinations are often scheduled in advance. We set up a longitudinal design for an experiment conducted in high-school classrooms within the context of two science, technology, engineering, and mathematics (STEM) disciplines, namely, physics and chemistry. First, we measured performance-approach goals. Then we asked students to take a test that had either been announced a week in advance (enabling strategic preparation) or not. The expected interaction between performance-approach goal endorsement and test anticipation was moderated by the students’ initial level: The interaction appeared only among low achievers for whom the pursuit of performance-approach goals predicted greater performance – but only when the test had been scheduled. Conversely, high achievers appeared to have adopted a regular and steady process of course content learning whatever their normative goal endorsement. This suggests that normative strivings differentially influence the study strategies of low and high achievers.

Earth Science for 9th Grade

Soil Horizons ◽  
1963 ◽  
Vol 4 (3) ◽  
pp. 17
Author(s):  
F. D. Hole
Keyword(s):  
Earth Science ◽  
9Th Grade

EARTH SCIENCE FAIR AT THE UNIVERSITY OF CONNECTICUT: HANDS-ON EARTH EDUCATION AND COMMUNITY OUTREACH

2020 ◽  
Author(s):  
Elena Robakiewicz ◽  
◽  
Dawn Beamer ◽  
Dawn Beamer ◽  
Jennifer Cooper Boemmels ◽  
...  
Keyword(s):  
Earth Science ◽  
Community Outreach ◽  
Science Fair ◽  
Hands On ◽  
The University ◽  
University Of Connecticut

scholarly journals Internet use at and outside of school in relation to low- and high-stakes mathematics test scores across 3 years

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Dmitri Rozgonjuk ◽  
Karin Täht ◽  
Kristjan Vassil
Keyword(s):  
Technology Use ◽  
Test Scores ◽  
Internet Use ◽  
High Stakes ◽  
Data Set ◽  
Mathematics Scores ◽  
9Th Grade ◽  
12Th Grade ◽  
Mathematics Test ◽  
Exam Scores

Abstract Background The excessive use of Internet-based technologies has received a considerable attention over the past years. Despite this, there is relatively little research on how general Internet usage patterns at and outside of school as well as on weekends may be associated with mathematics achievement. Moreover, only a handful of studies have implemented a longitudinal or repeated-measures approach on this research question. The aim of the current study was to fill that gap. Specifically, we investigated the potential associations of Internet use at and outside of school as well as on weekends with mathematics test performance in both high- and low-stakes testing conditions over a period of 3 years in a representative sample of Estonian teenagers. Methods PISA 2015 survey data in conjunction with national educational registry data were used for the current study. Specifically, Internet use at and outside of school as well as on weekends were queried during the PISA 2015 survey. In addition, the data set included PISA mathematics test results from 4113 Estonian 9th-grade students. Furthermore, 3758 of these students also had a 9th-grade national mathematics exam score from a couple of months after the PISA survey. Finally, of these students, the results of 12th-grade mathematics national exam scores were available for 1612 and 1174 students for “wide” (comprehensive) and “narrow” (less comprehensive) mathematics exams, respectively. Results The results showed that the rather low-stakes PISA mathematics test scores correlated well with the high-stakes national mathematics exam scores obtained from the 9th (completed a couple of months after the PISA survey) and 12th grade (completed approximately 3 years after the PISA survey), with correlation values ranging from r = .438 to .557. Furthermore, socioeconomic status index was positively correlated with all mathematics scores (ranging from r = .162 to .305). Controlled for age and gender, the results also showed that students who reported using Internet the longest tended to have, on average, the lowest mathematics scores in all tests across 3 years. Although effect sizes were generally small, they seemed to be more pronounced in Internet use at school. Conclusions Based on these results, one may notice that significantly longer time spent on Internet use at and outside of school as well as on weekends may be associated with poorer mathematics performance. These results are somewhat in line with research outlining the potentially negative associations between longer time spent on digital technology use and daily life outcomes.

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