scholarly journals Differences and Similarities in Scientists’ Images Among Popular USA Middle Grades Science Textbooks

2021 ◽  
Vol 2 (2) ◽  
pp. 63-83
Author(s):  
Rebecca Hite
Keyword(s):  
Grade Level ◽  
Physical Science ◽  
Earth Science ◽  
Qualitative Content Analysis ◽  
White Male ◽  
Sixth Grade ◽  
School Students ◽  
Science Textbooks ◽  
Grade Levels ◽  
Images Of Scientists

<p style="text-align: justify;">Research on students’ perceptions of scientists is ongoing, starting with early research by Mead and Metraux in the 1950s and continuing in the present. Continued research interest in this area is likely due to scholarship suggesting adolescents’ impressions of scientists are sourced in-part from media, which influence their interests in science and identity in becoming a scientist. A significant source of images, in which adolescents (or middle school students) view science and scientists, is in their science textbooks. A qualitative content analysis explored images of scientists in three of the major U.S.-based middle grade science textbooks published in the new millennium: sixth grade biology, seventh grade earth science, and eighth grade physical science. The Draw A Scientist Test (DAST) Checklist was employed to assess scientists’ images and the stereotypes therein. From nine textbooks, 435 images of scientists were coded and analyzed by publisher and grade level / area by DAST constructs of appearance, location, careers, and scientific activities. Statistical analyses showed significant variances between grade levels and textbook publishers of scientists. Despite scientists portrayed in active endeavors, traditional tropes of the scowling, older, solitary, white male scientist persist. This study offers insight in leveraging improved images of scientists in textbooks.</p>

scholarly journals Attitudes Towards Science: A Study of Gender Differences and Grade Level

2022 ◽  
Vol 11 (2) ◽  
pp. 599-608
Author(s):  
Susilawati*, Nurfina ◽  
Nurfina Aznam ◽  
Paidi Paidi
Keyword(s):  
Secondary Schools ◽  
Science Teachers ◽  
Gender Gap ◽  
Grade Level ◽  
Primary Schools ◽  
Attitudes Toward Science ◽  
Sixth Grade ◽  
Total Sample ◽  
School Students ◽  
Students Attitudes

<p style="text-align: justify;">It should be noted that learning outcomes are not students’ only achievement; attitude is also the main output in learning. This research explores students’ attitudes toward science learning based on gender and the grade level of schools in Aceh, Indonesia. The participants are 1,023 students from the sixth grade of primary schools and the eighth grade of secondary schools. The total sample includes 16 schools spread across the province. The data have been collected using TOSRA. By using the Likert scale, this questionnaire is useful for obtaining descriptions of the students’ attitudes and assigning scores for a certain group of participants. Based on gender, the results show females reflect more positive attitudes toward science than male students do. According to the grade level of the schools, the data reflect the equality of students’ attitudes toward science between primary and secondary schools. Nevertheless, when primary school students enter secondary school, the majority of students enjoy learning science less. This fact is meaningful feedback for science teachers. This result supports the scholars seeking ways to avoid the gender gap in learning activities. Pedagogical implications are also discussed.</p>

Sun-Smart Practices Amongst School Students (Grades 5, 7, and 9) in Alberta, Canada

2017 ◽  
Vol 21 (2) ◽  
pp. 137-144 ◽  
Author(s):  
Divya Jha ◽  
Shankar Jha ◽  
Sunita Ghosh ◽  
Michael Smylie ◽  
Muba Taher
Keyword(s):  
Grade Level ◽  
Current Knowledge ◽  
Sun Exposure ◽  
School Students ◽  
Grade Levels ◽  
Protective Behaviour ◽  
Grade 5 ◽  
Skin Cancers ◽  
Smart Education ◽  
Caucasian Students

Objectives: The aim of this study was to assess the current knowledge children possess on melanoma and sun-protective behaviour. Methods: A one-page survey was administered to students in grades 5, 7, and 9. Results: Three hundred ninety-two students from 11 schools in Edmonton were surveyed. Seventy-one percent of students knew that sun exposure can cause skin cancers. Sixty-nine percent were taught by their parents about sun protection, but only 44% of students received similar instructions from teachers. Twenty percent of students indicated that they never or rarely wore sunscreen. Twenty-five percent of students had experienced painful sunburns, and only 46% were willing to use sunscreen if it were available at school. More Caucasian students reported painful or peeling sunburns in each grade level than their non-Caucasian peers (for grade 5, P = .003; for grade 7, P < .0001; for grade 9, P = .001). For all grade levels, the percentage of Caucasian students who indicated that they would not wear sunscreen when going out in the sun was greater than among their non-Caucasian peers (for grade 5, P < .001; for grade 7, P = .003; for grade 9, P = .015). Conclusions: A comprehensive and focused approach to sun-smart education is recommended for students.

scholarly journals Young Learners’ Perceptions on the Implementation of Online English Proficiency Test

2019 ◽  
Vol 10 (1) ◽  
pp. 71-86
Author(s):  
Diah Royani Meisani ◽  
Pupung Purnawarman
Keyword(s):  
Digital Media ◽  
Technology Use ◽  
Proficiency Test ◽  
English Proficiency ◽  
Sixth Grade ◽  
Middle Level ◽  
School Students ◽  
Young Learners ◽  
Grade Levels ◽  
Online Test

The present study made use of Cambridge Online English Test for Children and Young Learner to explore how young learners perceived the implementation of an online test and to what extent the ICT backgrounds and English exposures correlated to their online English test achievement. Three data collection strategies were used to gather the data that involved second to sixth-grade elementary school students as the participants. The instruments were: 1) Online English Proficiency Test for Young Learners; 2) observation field notes; and (3) interviews. The findings revealed that students’ test scores diverse as their grade levels were also various. The mean score was 10.53 which could be categorized into Movers level which was in the middle level. It was also found that the three-quarter of the participants declared that they preferred having an online test as it gave them new experiences and comfortable feeling with taking a test on laptop or smartphones. From further investigation to the randomly selected six students, it was revealed three factors were majorly influential for young learners in benefitting the digital technology use. They were: 1) family socio-economic background; 2) parental involvement in children’s digital media use; and 3) learners’ personal motivation in using the digital media.

scholarly journals Middle School Students’ Perceptions of Scientists and Views About to Become a Scientist

2021 ◽  
pp. 410-428
Author(s):  
Aslı Bahar Ivgin ◽  
Hakan Akcay ◽  
Hasan Ozgur Kapici
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Albert Einstein ◽  
School Science ◽  
School Students ◽  
Science Textbooks ◽  
Isaac Newton ◽  
Interest In Science ◽  
Images Of Scientists ◽  
8Th Grade

It is important to explore children’s perceptions related to scientists for preventing their lack of interest in science and avoidance of science careers. This study aims to reveal middle school students' images of scientists, with an analysis of how those images may be influenced by middle school science textbooks currently use in Turkey. It was also examined students’ opinions related to becoming a scientist. The study is based on a qualitative research methodology. The sample consists of 98 students from a middle school (5th, 6th, 7th, and 8th grade). The data was gathered by four science textbooks, the Draw a Scientist Test (DAST) and an open-ended questionnaire. The findings showed that most of the middle school students think that scientists as men, happy, wearing a lab coat and glasses, working individually in indoor places. Albert Einstein and Isaac Newton were drawn as the most famous scientists. The images of scientists in the science textbooks were mostly men. On the other side, more than half of the students were not sure or not eager to be scientists for their future careers because of negative thoughts on scientific studies and not matching their own characters and the characters that scientists should have.

scholarly journals EXAMINATION OF STUDENTS’ ATTITUDES TOWARDS BIOLOGY AND BIOLOGY COURSE IN TERMS OF GENDER, GRADE LEVEL AND PET-KEEPING

2020 ◽  
Vol 78 (3) ◽  
pp. 328-341
Author(s):  
Dilek Sultan Acarlı ◽  
Hüseyin Abdurrahman Acarlı
Keyword(s):  
Secondary School ◽  
Grade Level ◽  
Secondary School Students ◽  
Positive Attitude ◽  
Female Students ◽  
Male Students ◽  
Lower Grade ◽  
School Students ◽  
Grade Levels ◽  
Students Attitudes

Biology course can be difficult for students at times as it includes a lot of concepts and a relatively intense content. At this point, students’ attitude towards biology and biology course is highly important because having developed a positive attitude would significantly affect behavior. In other words, those students who have developed a positive attitude towards biology and biology course are expected to be more interested in class, more enthusiastic for learning, and as a result more successful. In this research, the gender and grade level variables as well as the pet-keeping variable were examined. The effects of these variables on the attitudes of secondary school students towards biology and biology course were examined by MANOVA. The sample of the research, which was designed in a relational survey model, consisted of 1047 secondary school students. In the collection of data, “Secondary School Students’ Attitude towards Biology and Biology Course Scale” was used. It was concluded that students who keep a pet have a more affirmative attitude. It was determined that female students have a more affirmative attitude compared to male students and 9th graders have a more affirmative attitude compared to students in other grade levels. Finally, it has been discussed why female students', pet keeping students' and lower grade students' attitudes towards biology and biology course are more affirmative, and suggestions for increasing students' attitudes have been developed. Keywords: attitude towards biology, biology course, secondary school students, pet-keeping behavior.

The Perceived Work Ethic of K-12 Teachers by Grade Level Taught (K-6, 7-9, 10-12)

2013 ◽  
pp. 553-564
Author(s):  
Gregory C. Petty
Keyword(s):  
Factor Analysis ◽  
Grade Level ◽  
Work Ethic ◽  
Sixth Grade ◽  
Educational Practices ◽  
Seventh Grade ◽  
Professional Educators ◽  
Grade Levels ◽  
Twelfth Grade ◽  
K 12

Most professional educators agree that K – 20 educators have difficult jobs. However, there has been little research conducted on whether the work ethic of teachers of the different grade levels is common to all levels of teachers. Knowledge of any differences could affect training strategies and educational practices. The science of pedagogy implies that all teaching structures and curriculum are the same for teaching children. However, this chapter shows that there are significant differences between teachers of kindergarten through sixth grade from their counterparts teaching seventh grade through twelfth grade. Specific components that are the result of a factor analysis reveal definitive work ethic constructs that differ between levels of teachers. This information could be used to develop more appropriate curriculum for teachers at all levels of teaching.

scholarly journals Homework involvement and motivation in elementary school students according to academic achievement and grade

2015 ◽  
Vol 5 (3) ◽  
pp. 345-355
Author(s):  
Antonio Valle ◽  
Bibiana Regueiro ◽  
Iris Estévez ◽  
Isabel Piñeiro ◽  
Susana Rodríguez ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Elementary School ◽  
Academic Performance ◽  
Intrinsic Motivation ◽  
Elementary School Students ◽  
Primary Education ◽  
Time Management ◽  
Grade Level ◽  
School Students ◽  
Grade Levels

This paper analyzes statistically significant differences in some motivational and involvement in homework variables, depending on the course and the level of academic achievement. The sample consists of 535 participants of 4th, 5th and 6th Primary Education (from 9-13 years old). According to the academic performance, the results of this research indicate that students with higher academic achievement do more homework, manage better the time spent on them, perceive them more useful and even they are more motivated intrinsically toward them. Regarding the grade level, the results show that the attitude toward homework and intrinsic motivation and interest for homework decline as students advance to higher grade levels. Also as they advance, they spend more time doing homework and the time management becomes increasingly worse.

Anaphora in Basal Reader Selections: How Frequently do They Occur?

1987 ◽  
Vol 19 (2) ◽  
pp. 141-158 ◽  
Author(s):  
James F. Baumann
Keyword(s):  
Grade Level ◽  
Expository Text ◽  
Sixth Grade ◽  
Descriptive Statistics ◽  
Personal Pronouns ◽  
Inferential Statistics ◽  
Basal Reader ◽  
Descriptive Research ◽  
Grade Levels ◽  
Total Pool

Basal reader excerpts were examined for the frequency with which various forms of anaphora occur. Two 1,000-word narrative and two 1,000-word expository excerpts were selected from the second-, fourth-, and sixth-grade levels of four popular basal reader series. This resulted in a total pool of 48,000 running words (12,000 for each publisher, 16,000 at each grade level, and 24,000 for each genre). A slightly modified version of the Baumann and Stevenson (1986a) taxonomy of anaphora was used to calculate frequencies per 1,000-word excerpt for various types of noun, verb, and clause substitutes. Inferential statistics indicated that (a) anaphora frequency did not differ as a function of grade level of text, (b) anaphora occurred more frequently in narrative than in expository text, (c) anaphora differed as a function of publisher, and (d) grade level, genre, and publisher did not interact in any way. Descriptive statistics revealed that (a) noun substitutes comprised the majority of all anaphora forms, (b) pronouns constituted the most frequently occurring form of noun substitute, and (c) personal pronouns accounted for the majority of all anaphora. These findings were interpreted in relation to prior descriptive research on anaphora. Implications for research are discussed.

scholarly journals A study on the examination of the metaphoric perceptions of middle school students about pattern

2020 ◽  
Vol 10 (1) ◽  
pp. 215-250
Author(s):  
Selin Çenberci ◽  
Dilek Sezgin Memnun ◽  
Hasibe İnce
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Grade Level ◽  
Qualitative Data ◽  
School Students ◽  
Chi Square ◽  
Grade Levels ◽  
Significant Difference ◽  
Chi Square Test ◽  
Phenomenological Design

In this study, it was aimed both to examine middle school students' perceptions of the concept of pattern and to reveal if the metaphoric perceptions which the students created in relation to the concept of pattern changed according to the variable of grade level. The metaphors in relation to the concept were carried out via the "phenomenological" design. For this, a short open ended form was directed to the volunteer fifth, sixth, and seventh-grade students who attended to the research from a middle school in Turkey. The qualitative data were analyzed through content analysis. Besides, the chi-square test was used for quantitative analysis. The perceptions of middle school students were gathered under six different categories. Moreover, the analyses made within the scope of this study revealed that the metaphors which the participant students created for the concept of pattern did not indicate significant difference according to the grade levels.

Self-Evaluation Accuracy among High School and Middle School Instrumentalists

2005 ◽  
Vol 53 (2) ◽  
pp. 148-161 ◽  
Author(s):  
Michael P. Hewitt
Keyword(s):  
High School ◽  
Middle School ◽  
High School Students ◽  
Grade Level ◽  
Music Performance ◽  
School Students ◽  
Self Evaluation ◽  
Grade Levels ◽  
Grade Level Differences ◽  
Evaluation Accuracy

The purposes of this study were to examine (a) whether grade-level differences exist on self-evaluation tendencies over time, (b) if grade-level differences and evaluator differences exist, alone and in combination, on music performance evaluation, (c) if relationships exist between student self-evaluation and expert evaluations of music performance by grade level, and (d) whether differences exist between grade level and music performance subarea (tone, intonation, melody, etc.) on self-evaluation accuracy. Middle ( N=92) and high school ( N=51) instrumentalists participating in two summer music programs self-evaluated their performances during rehearsals, while expert evaluators judged an individual final performance. Results indicated differences between grade levels on performance self-evaluation as the week progressed for some subareas. High school students were more accurate in their self-evaluations than were middle school musicians for all subareas except melody and rhythm. Middle school students' scores showed greater correlation with experts than did those of high school musicians. Both groups were most accurate in their evaluation of melody and least accurate in evaluation of technique/articulation. January 3, 2005 May 11, 2005.

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