scholarly journals The use of geological handmade models in the teaching of Geosciences

2018 ◽  
Vol 14 (4) ◽  
pp. 385-388
Author(s):  
Laura Frota Campos Horta ◽  
Eduardo Silva Muniz ◽  
Pedro Henrique da Silva Assunção ◽  
João Paulo Lima ◽  
Beatriz Saralha Friguetto ◽  
...  
Keyword(s):  
High School ◽  
High Schools ◽  
Scientific Research ◽  
Public High Schools ◽  
Educational Activities ◽  
Positive Feedbacks ◽  
Main Structure ◽  
Geological Processes ◽  
Academic Events ◽  
Research And Education

The Projeto de Educação Tutorial Engenharia Geológica (PET Engenharia Geológica) of UFOP (Federal University of Ouro Preto) is a student entity basically structured in the three pillars: extension activities, scientific research and education. Further, during extension/educational activities leaded by the group, it has always been a challenge to teach geological matters in a sim-ple way to student of secondary and high school levels. Therefore, the PET Engenharia Geológica decided to build a few mod-els to better illustrate some of the geological processes and explain what may not be so easily understood by the students. The first model made last year and consists of a geologic prototype of Serra de Ouro Preto, showing the topography and lithology aspects of its surface. Geologically, it is characterized by Archean and Paleoproterozoic rocks of Rio das Velhas Supergroup (Maquiné Group and Nova Lima Group), Minas Supergroup (Caraça, Itabira, Piracicaba and Sabará groups) and the lithologies of Itacolomi Group. It´s main structure signature is the occurrence of the Mariana´s Anticlinal and its topographic response. There were also completed a second prototype, a volcano model. The mentioned models was exposed it in two different educa-tion/academic events already in 2017 regarding very positive feedbacks as a result of the initiative. Now, the project aims to continue and follow the education track, aiming to help in the teaching of geosciences – in public high schools of Ouro Preto – with the handmade models.

NYC Selective Specialized Public High Schools and Honors College STEM Degrees: A Previously Unexplored Relationship

2018 ◽  
Vol 29 (4) ◽  
pp. 304-320 ◽  
Author(s):  
Pessy J. Sloan
Keyword(s):  
High School ◽  
New York ◽  
High Schools ◽  
College Graduates ◽  
Public High Schools ◽  
Public High School ◽  
Honors College ◽  
Significant Difference ◽  
And Mathematics ◽  
The Relationship

This study examined the relationship between attending one of the nine New York City (NYC) selective specialized public high schools and graduating from an honors college with a science, technology, engineering and mathematics (STEM) degree, compared with honors college graduates who attended any other high school. A causal-comparative study design was applied. The participants consisted of 1,647 graduates from seven honors colleges, from 2011 to 2015, in the northeastern United States. Of the 1,647 graduates, 482 students graduated from NYC selective specialized public high schools and 1,165 students graduated from other high schools. The study found a significant difference ( p < .05) between the two groups. A larger percentage of NYC selective specialized public high schools graduated with a STEM degree from an honors college than students from other high schools. These results support the positive relationship between attending a NYC selective specialized public high school and graduating with a STEM degree from an honors college. Results and implications are discussed.

scholarly journals Projeto Primeiros Passos na Ciência: Rompendo barreiras sociais e estreitando laços entre a comunidade acadêmica e o Ensino Médio público

2020 ◽  
Vol 11 (1) ◽  
pp. 47-59
Author(s):  
Adna Suelen Dorigo ◽  
Allison Anjos ◽  
Ana Claudia Castro Marcato ◽  
Dayane Pires ◽  
Letícia Rocha Gonçalves ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Molecular Biology ◽  
Sao Paulo ◽  
Academic Community ◽  
Public High Schools ◽  
São Paulo ◽  
School Students ◽  
The University

No presente trabalho, visamos ampliar discussões acerca das diferentes faces da interação Universidade-Escola, com base na apresentação de relatos de experiências sobre o Projeto Primeiros Passos na Ciência e em reflexões teóricas sobre o contexto universitário, motivadas pela prática vivenciada. O projeto em questão foi desenvolvido por alunos de pós-graduação em Ciências Biológicas (Biologia Celular e Molecular) da UNESP, Campus de Rio Claro-SP em parceria com a Escola Estadual Prof. Marciano de Toledo Piza, de ensino médio, da cidade de Rio Claro, estado de São Paulo. Este projeto teve o objetivo de introduzir o aluno do Ensino Médio no cotidiano da pesquisa universitária na área de Biologia Celular e Molecular, com a expectativa de promover a aproximação destes alunos com o desenvolvimento do conhecimento científico e o ambiente universitário. Com a realização desse projeto, a Universidade teve a chance de adentrar no contexto dos alunos de Educação Básica, mais especificamente do Ensino Médio público. Esses novos conhecimentos podem criar a possibilidade de um futuro diferente, com mais conhecimentos científicos e instigando a reflexão a partir da rotina da Universidade e seu contexto. A experiência resultou na divulgação científica, no contato do aluno do Ensino Médio com o método científico e toda a técnica e objetividade que dele derivam, ampliando os laços comunidade-universidade. Palavras-chave: Educação; Extensão; Vivência; Experimento Científico   Project First Steps in Science: breaking social barriers and strengthening ties between the academic community and public high schools Abstract: In the present study, we intend to expand the discussion about different approaches of the University-School interaction, based on the presentation of an account of experiences with the First Steps in Science Project and theoretical reflections on the University context motivated by the lived experience. The project in question was developed by graduate students in Biological Sciences (Cell and Molecular Biology) at UNESP, Rio Claro/SP (Brazil), in partnership with Escola Estadual Prof. Marciano de Toledo Piza a public high school in the city of Rio Claro, State of São Paulo. This project had the objective of introducing high school students to the routine of university research in the area of Cell and Molecular Biology, with the expectation of promoting the approximation of these students with the development of scientific knowledge and the university environment. With the realization of this project, the University had the opportunity to better understand the primary education context of the students, specifically within public high schools. This new knowledge can create the possibility of a different future, with more scientific properties and instigating the reflection from the routine of the University and its context. The experience resulted in scientific dissemination, high school students' contact with the scientific method, and all the technique and objectivity derived from it, expanding community-university ties. Keywords: Education; Extension; Experience; Scientific Experiment  

scholarly journals Medical Supervision of High School Athletics in Chicago: A Follow-up Study

2019 ◽  
Vol 7 (8) ◽  
pp. 232596711986250
Author(s):  
Nathaniel S. Jones ◽  
Kyle Wieschhaus ◽  
Brendan Martin ◽  
Pietro M. Tonino
Keyword(s):  
High School ◽  
High Schools ◽  
The United States ◽  
Return To Play ◽  
Athletic Trainer ◽  
Public High Schools ◽  
High School Sports ◽  
Medical Supervision ◽  
Concussion Management ◽  
School Sports

Background: High school sports participation in the United States has increased dramatically over the past 25 years. A corresponding increase in the number of injuries has been noted, particularly in contact sports such as football. This has led medical and sports organizations nationwide to advocate for proper medical supervision of athletes at games and practices. Purpose: To gather information from Chicago public high schools to gauge how medical supervision for high school sports has changed in 2017 compared with 2003. Study Design: Cross-sectional study. Methods: Survey questionnaires were sent to the athletic directors of all 99 Chicago public high schools to complete via email. The questionnaire survey contained the same questions as in a survey conducted in 2003 by Tonino and Bollier, with the addition of 4 novel questions relating to emergency action plans (EAPs), automated external defibrillators, concussion management policy, and tackling progression drills. Results: The response rate was 66.67% (66/99 schools). Of the 66 responding schools, all with football programs, no school had a physician on the sideline at home games (decrease from 10.6% in 2003), 37.9% had an athletic trainer present (increase from 8.5% in 2003), and 63.6% had a paramedic available (decrease from 89.4% in 2003). In 2017, 65.6% of responding schools had a coach certified in cardiopulmonary resuscitation (CPR) available at practice to handle medical problems, compared with 89.4% in 2003 ( P < .001). Regarding the 4 novel questions, 93.9% of the responding schools had proper tackling progression drills in place, followed by 89.1% who had appropriate EAPs and 93.9% with concussion management protocols, including return-to-play and return-to-learn protocols. Conclusion: Although significant improvement was found in athletic trainer coverage, especially at games, physician coverage was lacking and fewer coaches were certified in CPR in 2017 compared with 2003. EAPs and concussion management protocols were present in most Chicago public high schools. Overall, greater medical supervision is needed, which we believe should come in the form of increased athletic training and physician involvement and coverage, given that expert, expedited medical care saves lives.

A Call for Intersectionality in US Schooling: Testimonios of Chicana Students in High School

2020 ◽  
Vol 90 (2) ◽  
pp. 269-281
Author(s):  
NANCY ACEVEDO ◽  
CITLALLI BEJARANO ◽  
NATALIE IBARRA COLLAZO
Keyword(s):  
High School ◽  
High Schools ◽  
Critical Consciousness ◽  
Public High Schools ◽  
Urban High Schools ◽  
Critical Race ◽  
Schooling Experiences ◽  
The World ◽  
Private And Public

Guided by the concept of nepantleras and critical race nepantlera methodology, Nancy Acevedo presents the testimonios of Citlalli Bejarano and Natalie Ibarra Collazo, two Chicana students who attend urban high schools. Citlalli and Natalie share various forms of inclusion and exclusion that they experience as Chicanas attending private and public high schools in California. The article highlights a need for schooling experiences that acknowledge the intersectional identities of Chicana students, foster critical consciousness, and provide the opportunity for students to contribute to their education and the world.

Higher Education Policy as Secondary School Reform: Texas Public High Schools After Hopwood

2007 ◽  
Vol 29 (3) ◽  
pp. 200-217 ◽  
Author(s):  
Thurston Domina
Keyword(s):  
Higher Education ◽  
High School ◽  
High School Students ◽  
High Schools ◽  
Higher Education Policy ◽  
School Level ◽  
Public High Schools ◽  
High School Level ◽  
School Students ◽  
Higher Education Policies

The higher education diversity programs that Texas enacted after Hopwood v. University of Texas banned affirmative action had unexpected positive consequences for the state’s high schools. The Texas top 10% law, the Longhorn Opportunity Scholarship and Century Scholarship programs, and the Towards Excellence, Access and Success Grant program each explicitly linked postsecondary opportunities to high school performance and clearly articulated that link to students across the state. As a result, these programs worked as K–16 school reforms, using college opportunities as incentives to improve educational outcomes at the high school level. Using panel data describing Texas high schools between 1993 and 2002, the author demonstrates that Texas’s post- Hopwood higher education policies redistributed college-related activity at public high schools and boosted high school students’ academic engagement.

Religious Values of Students in Religious and in Public High Schools

1976 ◽  
Vol 38 (3) ◽  
pp. 709-710
Author(s):  
Bernie Wiebe ◽  
Calvin W. Vraa
Keyword(s):  
High School ◽  
Public Schools ◽  
High Schools ◽  
Private Schools ◽  
High School Seniors ◽  
Senior High School ◽  
Religious Values ◽  
Public High Schools ◽  
Public High School ◽  
Significant Difference

To analyze the effectiveness of Mennonite religious high schools in transmitting religious values, the Allport-Vernon-Lindzey Study of Values was administered to 124 Canadian high school seniors, 40 from religious Mennonite schools, 56 Mennonites in public schools, and 28 from students at a large public high school. Attending Mennonite private schools made no significant difference in the religious values held by Mennonite high school seniors. Mennonite boys and girls showed significantly higher religious values than a general sample of senior high school boys and girls.

scholarly journals Vocational high school teachers' perceptions of organizational silence

2021 ◽  
Vol 12 (4) ◽  
pp. 856-873
Author(s):  
Sinan Girgin ◽  
Ali İlker Gümüşeli
Keyword(s):  
High School ◽  
High Schools ◽  
High School Teachers ◽  
Personal Information ◽  
Public High Schools ◽  
Vocational High School ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Organizational Silence ◽  
Academic Year

This study was conducted to determine the organizational silence perceptions of teachers who work in public high schools in the Bağcılar district, Istanbul province of Turkey, and to specify whether they differ according to different variables. The survey model was used in the study. The research was performed with 323 teachers working in vocational high schools in the Bağcılar district of Istanbul in the 2017-2018 academic year. In the study, the random sampling method was employed. The "Personal Information Form" and "Organizational Silence Scale" were used as data collection tools. In the research, descriptive statistics, the independent samples t-test, one-way analysis of variance, and the Kruskal-Wallis test were performed. The general organizational silence perceived by vocational high school teachers was found to be "low." It was revealed that the perceived organizational silence of vocational high school teachers did not vary by gender, educational level, professional seniority, subject, and union membership, while the perceived general organizational silence varied depending on age.

scholarly journals Sociolinguistic Analysis of School Failure among High School Students: Marrakesh as a Case Study

2020 ◽  
Vol 3 (11) ◽  
pp. 102-116
Author(s):  
Rachida Bounhir
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Educational System ◽  
Psychological Factors ◽  
School Failure ◽  
Public High Schools ◽  
School Students ◽  
Teachers And Students

The purpose of this study is to record the beliefs/views of teachers and students on the sociolinguistic factors of school failure. The facts of this research are part of a wider research concerning student’s social adequacy having used a questionnaire and the viability of the educational system. The sample used for this research was 30 pupils and 20 teachers from four public high schools in   Marrakesh. The results show that both teachers and students attribute school failure to different sociological and psychological factors. Results and implications of this analysis will be presented at the end of this paper. Some recommendations are presented as well.

scholarly journals Five-Tier Geometrical Optics Test Feasibility to Identify Misconception and the Causes in High School Students

2021 ◽  
Vol 9 (2) ◽  
pp. 141
Author(s):  
Farah Salmadhia ◽  
Heni Rusnayati ◽  
Winny Liliawati
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Geometrical Optics ◽  
Alternative Conceptions ◽  
Public High Schools ◽  
School Students ◽  
Test Feasibility ◽  
Feasibility Test ◽  
Almost All

This research aimed to test the feasibility of a geometrical optics instrument to identify the misconception and its causes. The instruments used in this research were question validation sheet and five-tier geometrical optics test (FIGOT) with 14 items of questions and consisted of 48 concepts tested. FIGOT obtained from the existing four-tier test research before which was then modified by adding one more tier about the causes of misconception. FIGOT validated by six experts, in which one the aspect assessed was the suitability of the items with alternative conceptions.  The analysis of construct validity tested using CVR (almost all items have a CVRAverage value of ≥ 0.67) and the reliability was using Cronbach’s Alpha (r ≥ 0.62 for each or both tier). The identification results processed using CDQ (Confidence Discrimination Quotient). The study was conducted in two public high schools located in Bandung and two public high schools located in Jakarta with 109 students (34 males and 75 females). The result showed that most senior high school students still experienced misconceptions related to the topic of geometrical optics, 17 misconceptions from 48 concepts about geometrical optics. The biggest percentage was 81% and CPM (Confidence of Percentage Misconception) was 4,75 about plane mirror. The most dominant causes of misconception in the material of geometrical optics were due to teachers, school books, and internet. The results of the FIGOT feasibility test showed that the items of questions were possible to use to identify misconceptions and the causes of misconceptions on optical geometry. 

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