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>

High School Science Courses Do Make a Difference

1981 ◽  
Vol 81 (6) ◽  
pp. 502-506 ◽  
Author(s):  
Dorothy L. Gabel ◽  
Robert D. Sherwood
Keyword(s):  
High School ◽  
School Science ◽  
High School Science ◽  
Science Courses

Reification of Five Types of Modeling Pedagogies with Model-Based Inquiry (MBI) Modules for High School Science Classrooms

2013 ◽  
pp. 401-421 ◽  
Author(s):  
Todd Campbell ◽  
Phil Seok Oh ◽  
Drew Neilson
Keyword(s):  
High School ◽  
Science Education ◽  
Education Reform ◽  
School Science ◽  
High School Science ◽  
Learning Sequence ◽  
Science Classrooms ◽  
Education Standards ◽  
K 12 ◽  
Science Education Standards

It has been declared that practicing science is aptly described as making, using, testing, and revising models. Modeling has also emerged as an explicit practice in science education reform efforts. This is evidenced as modeling is highlighted as an instructional target in the recently released Conceptual Framework for the New K-12 Science Education Standards: it reads that students should develop more sophisticated models founded on prior knowledge and skills and refined as understanding develops. Reflecting the purpose of engaging students in modeling in science classrooms, Oh and Oh (2011) have suggested five modeling activities, the first three of which were based van Joolingen’s (2004) earlier proposal: 1) exploratory modeling, 2) expressive modeling, 3) experimental modeling, 4) evaluative modeling, and 5) cyclic modeling. This chapter explores how these modeling activities are embedded in high school physics classrooms and how each is juxtaposed as concurrent instructional objectives and scaffolds a progressive learning sequence. Through the close examination of modeling in situ within the science classrooms, the authors expect to better explicate and illuminate the practices outlined and support reform in science education.

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.

scholarly journals Inspiring careers in STEM and healthcare fields through medical simulation embedded in high school science education

2014 ◽  
Vol 38 (3) ◽  
pp. 210-215 ◽  
Author(s):  
Louis J. Berk ◽  
Sharon L. Muret-Wagstaff ◽  
Riya Goyal ◽  
Julie A. Joyal ◽  
James A. Gordon ◽  
...  
Keyword(s):  
High School ◽  
Medical School ◽  
Self Efficacy ◽  
School Science ◽  
High School Science ◽  
Medical Simulation ◽  
Simulation Based ◽  
Near Term ◽  
And Mathematics ◽  
K 12

The most effective ways to promote learning and inspire careers related to science, technology, engineering, and mathematics (STEM) remain elusive. To address this gap, we reviewed the literature and designed and implemented a high-fidelity, medical simulation-based Harvard Medical School MEDscience course, which was integrated into high school science classes through collaboration between medical school and K–12 faculty. The design was based largely on the literature on concepts and mechanisms of self-efficacy. A structured telephone survey was conducted with 30 program alumni from the inaugural school who were no longer in high school. Near-term effects, enduring effects, contextual considerations, and diffusion and dissemination were queried. Students reported high incoming attitudes toward STEM education and careers, and these attitudes showed before versus after gains ( P < .05). Students in this modest sample overwhelmingly attributed elevated and enduring levels of impact on their interest and confidence in pursuing a science or healthcare-related career to the program. Additionally, 63% subsequently took additional science or health courses, 73% participated in a job or educational experience that was science related during high school, and 97% went on to college. Four of every five program graduates cited a health-related college major, and 83% offered their strongest recommendation of the program to others. Further study and evaluation of simulation-based experiences that capitalize on informal, naturalistic learning and promote self-efficacy are warranted.

scholarly journals Impact of Virtual Reality on Student Motivation in a High School Science Course

2021 ◽  
Vol 11 (20) ◽  
pp. 9516
Author(s):  
Hugo Ariel Santos Garduño ◽  
Martha Idalia Esparza Martínez ◽  
May Portuguez Castro
Keyword(s):  
High School ◽  
Virtual Reality ◽  
High School Students ◽  
Environmental Factors ◽  
Student Motivation ◽  
School Science ◽  
High School Science ◽  
School Students ◽  
Science Courses ◽  
Intention To Continue

It is essential to expose students to real situations in science courses, to experience how classroom concepts are reflected in the real world. However, the materials and methods available are not always very adequate; for example, chemistry courses involve the supervision of reagents to avoid risky situations, in addition to the costs, logistics of preparing materials, and possible adverse environmental factors. As an alternative solution, the following experience was carried out using virtual reality (VR) equipment, with very realistic applications that allowed 304 fourth semester high school students to have an immersive, interactive, and contextualized experience of the disciplinary contents. The students were asked about their perception regarding the motivation and acceptance of the use of virtual reality. The results were 72% positive for attention, 61% positive for relevance, 64% positive for trust, and 71% positive for satisfaction. Also, they mentioned their intention to continue using this resource and create lines of research to study the different aspects that could form a disciplinary proposal for an entire course based on virtual reality.

Correlation in High-School Science Courses

1919 ◽  
Vol 27 (1) ◽  
pp. 1-12
Author(s):  
W. E. Andrews
Keyword(s):  
High School ◽  
School Science ◽  
High School Science ◽  
Science Courses
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