Analysis of Creativity-Personality Activities related to Life Science Presented in High School Science Textbooks according to 2009 Science Curriculum

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.

Download Full-text

DISCOVERY PROGRAM: INTEGRATING BIOMEDICAL ENGINEERING GRADUATE INSTRUCTORS WITH HIGH SCHOOL STEM CURRICULUM

Proceedings of the Canadian Engineering Education Association (CEEA) ◽

10.24908/pceea.v0i0.10209 ◽

2018 ◽

Author(s):

Locke Davenport Huyer ◽

Genevieve Conant ◽

Cindy V. Bui ◽

Ben G. Kinsella ◽

Andrea Vegh ◽

...

Keyword(s):

High School ◽

High School Students ◽

Graduate Student ◽

Student Development ◽

Biomedical Engineering ◽

Science Curriculum ◽

School Science ◽

High School Science ◽

School Students ◽

Discovery Program

Abstract – With the diverse nature of the biomedical engineering (BME) field, high school students are often limited in their understanding of the area during consideration for post-secondary study. In effort to improve student comprehension, as well as provide a unique learning opportunity in STEM (science, technology, engineering, and math) curriculum, graduate students at the Institute of Biomaterials and Biomedical Engineering (IBBME; University of Toronto) have developed and launched the IBBME Discovery Program. In strong collaboration with high school educators, graduate student instructors designed and executed activity- and designbased learning focused on applicable topics in BME aligned with Ontario high school science curriculum learning outcomes. Results from this pilot suggest strong student engagement in data-based experimental learning, and graduate student development in knowledge translation and activity design through collaboration. These results provide a strong foundation for program growth and quantitative assessment.

Download Full-text