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

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.  

scholarly journals An integrated approach to teaching and learning nanotechnology: the Omni Nano model

2020 ◽  
Vol 13 (1) ◽  
pp. 141-145
Author(s):  
Marco Curreli ◽  
Sladjana Sandy Rakich
Keyword(s):  
High School ◽  
High School Students ◽  
Science Teachers ◽  
Student Development ◽  
Teaching And Learning ◽  
Integrated Approach ◽  
School Science ◽  
High School Science ◽  
School Students ◽  
Content Type

PurposeThe purpose of this commentary is to describe how Omni Nano has designed and implemented a model for teaching Nanotechnology to high school students.Design/methodology/approachThis commentary describes the Omni Nano program and the approach taken to support high school science teachers to include Nanotechnology education in their STEM programs.FindingsThe program findings are determined from qualitative teacher and student program surveys and informal interviews. The strong positive comments indicate that Omni Nano is successful at sparking students’ interest in nanotechnology and teaching nanotechnology concepts effectively.Practical implicationsThe Omni Nano model demonstrates how complex STEM topics such as Nanotechnology can be designed and implemented effectively to promote student learning.Originality/valueAs the field of nanotechnology continues to evolve, high schools will need to provide additional coursework to scaffold student development and meet the demand for nanotech careers. Omni Nano has developed the first nanotechnology curriculum for high school students.

Pengembangan Instrumen Penilaian Autentik Berbasis PBL Pada Materi Dampak Pencemaran Bagi Kehidupan Di Sekolah Menengah Pertama

2016 ◽  
Vol 5 (2) ◽  
Author(s):  
Timma Dormauli Siallagan ◽  
Syamsurizal Syamsurizal ◽  
Bambang Hariyadi
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
School Science ◽  
High School Science ◽  
School Students ◽  
Scientific Approach ◽  
Processing Information ◽  
Asking Questions

The purpose of this developmental research was to develop a scientific approach based science worksheet on the dynamic electrical material topic for ninth-grade junior high school students.  The worksheet were developed based on scientific approach. The stages include:  observing, asking questions, gathering information, processing information, and communicating. The development model used is the 4-D Model consists of 4 stages: define,  design, develop, and desimanate. The results of the validation, a small and large group trials indicated that the used of the scientific approach based science worksheet was appropriate for use. Thus, the developed worksheets can be used in the process of learning for Junior high school science students. Keywords : Worksheet , Scientific approach

scholarly journals Introducing High School Students to Engineering Fundamentals by Four Weeks Engineering Innovation Summer Program

2019 ◽  
Author(s):  
Pawan Tyagi ◽  
Christine Newman
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Chemical Engineering ◽  
Technical Writing ◽  
School Science ◽  
High School Science ◽  
School Students ◽  
Problem Solving Skills ◽  
High School Science Teacher

Preparing high school students for engineering disciplines is crucial for sustainable scientific and technological developments in the USA. This paper discusses a pre-college program, which not only exposes students to various engineering disciplines but also enables them to consider engineering as the profession. The four-week long “Engineering Innovation (EI)” course is offered every year to high school students by the center of outreach, Johns Hopkins University. EI program is designed to develop problem-solving skills through extensive hands-on engineering experiments. A team consisting of an instructor, generally a PhD in Engineering, and a teaching fellow, generally a high school science teacher, closely work with students to pedagogically inculcate basics of core engineering disciplines such as civil, mechanical, electrical, materials, and chemical engineering. EI values independent problem-solving skills and simultaneously promote the team spirit among students. A number of crucial engineering aspects such as professional ethics, communications, technical writing, and understanding of common engineering principles are inculcated among high school students via well-designed individual and group activities. This paper discusses the model of EI program and its impact on students learning and their preparation for the engineering career.

Exploring High School Science Students' Perceptions of Parental Involvement in Their Education

2005 ◽  
Vol 97 (1) ◽  
pp. 325-336 ◽  
Author(s):  
Andile Mji ◽  
Zoleka Mbinda
Keyword(s):  
High School ◽  
High School Students ◽  
Parental Involvement ◽  
Extracurricular Activities ◽  
School Achievement ◽  
School Science ◽  
High School Science ◽  
Science Students ◽  
School Students ◽  
Parents Involvement

This exploratory study describes high school students' perceptions of their parents' involvement in their education and in relation to school achievement. A new 12-item Parental Involvement Scale was used to measure parents' involvement in curricular and extracurricular activities and using exploratory analyses to estimate the scale's properties. Exploratory analysis resulted in the reduction of the 12 items to 8, with an internal consistency (Cronbach alpha) .82. Grade 12 science students indicated that their less educated parents were involved in activities pertaining to their learning; however, high perceived parental involvement in curricular activities was related to low achievement. It is recommended that further exploratory analyses be undertaken to examine the reported two-dimensional model of the Parental Involvement Scale.

scholarly journals High school science fair: Experiences of two groups of undergraduate bioscience students

PLoS ONE ◽  
2021 ◽  
Vol 16 (6) ◽  
pp. e0252627
Author(s):  
Frederick Grinnell ◽  
Simon Dalley ◽  
Joan Reisch
Keyword(s):  
High School ◽  
High School Students ◽  
Medical Center ◽  
Science Research ◽  
School Science ◽  
Medical Institute ◽  
High School Science ◽  
Science Fair ◽  
School Students ◽  
Science Fairs

Science fairs offer potential opportunities for students to learn first-hand about the practices of science. Over the past six years we have been carrying out voluntary and anonymous surveys with regional and national groups of high school and post high school students to learn about their high school science fair experiences regarding help received, obstacles encountered, and opinions about the value and impact of science fair. Understanding what students think about science fairs will help educators make science fairs more effective learning opportunities. In this paper, we focus on the findings with two national groups of post high school students–undergraduate research fellows (SURF students) who did research at UT Southwestern Medical Center during 2014–2019 and undergraduates biology students attending the 2019 Howard Hughes Medical Institute Science Education Alliance (SEA) summer symposium. About 25% of the students who completed surveys indicated that they had participated in high school science fair, but more than half attended high schools where science fairs were unavailable. Effectively, 6 out of every 10 students participated in science fair if available. Students who could have participated in high school science fair but chose not to do so identified not enough time and coming up with their project idea as major reasons why not. About half the SURF students favored requiring non-competitive science fair regardless whether they themselves had participated in science fair. On the other hand, less than 1 in 5 thought that competitive science fair should be required. Introduction to the scientific process and general learning were mentioned most frequently as the reasons to require non-competitive science fair; these reasons were mentioned rarely in connection with competitive science fair. Unlike the national cohort of high school students we surveyed previously, who mostly did science fair in 9th and 10th grades, SURF students participated in science fair throughout high school and were twice as likely as high school students to have carried out science fair more than once. In conclusion, our findings suggest that participation of the undergraduate bioscience majors in high school science fairs occurs far more frequently than recognized previously and provide insights into how these successful college students (gauged by the fact that they are doing summer science research) view science fairs. The findings emphasize further the importance of incentivizing rather than requiring science fair participation, especially in 9th and 10th grades, and the potential value of developing non-competitive science fairs.

scholarly journals Assessing the Effectiveness of a Novel Microscopy Technique in Middle & High School Science Classrooms

2020 ◽  
Vol 82 (7) ◽  
pp. 463-469
Author(s):  
Sara Raven ◽  
Emel Cevik ◽  
Michael Model
Keyword(s):  
High School ◽  
High School Students ◽  
New Technologies ◽  
Low Cost ◽  
School Science ◽  
High School Science ◽  
School Students ◽  
Light Passing ◽  
Microscopy Technique ◽  
Microscopy Method

Although research and new technologies have introduced different ways of observing microorganisms, including scanning and electron microscopy, these methods are expensive and require equipment that is typically not found in a middle school classroom. The transmission-through-dye technique (TTD; Gregg et al., 2010), a new optical microscopy method that can be used with current basic light microscopes, relies on the fairly simple mechanism of filtered light passing through a dyed medium to produce an image that reflects cell thickness. With this technique, living microorganisms look bright red against a dark background, and movement can be seen easily among dead microorganisms and debris that show up black. Since the technique is low-cost and easy to implement, it addresses the needs of practitioners and is appropriate for a wide array of school contexts. We describe a three-week, hands-on, inquiry-based unit on TTD microscopy for middle and high school students.

Pengembangan Lembar Kegiatan Siswa (LKS) IPA Berbasis Pendekatan Saintifik pada Materi Listrik Dinamis Kelas IX SMP

2016 ◽  
Vol 5 (2) ◽  
Author(s):  
Rosderia Purba ◽  
Rayandra Asyhar ◽  
Muhammad Rusdi
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
School Science ◽  
High School Science ◽  
School Students ◽  
Scientific Approach ◽  
Processing Information ◽  
Asking Questions

The purpose of this developmental research was to develop a scientific approach based science worksheet on the dynamic electrical material topic for ninth-grade junior high school students. The worksheet were developed based on scientific approach. The stages include:  observing, asking questions, gathering information, processing information, and communicating. The development model used is the 4-D Model consists of 4 stages: define,  design, develop, and desimanate. The results of the validation, a small and large group trials indicated that the used of the scientific approach based science worksheet was appropriate for use. Thus, the developed worksheets can be used in the process of learning for Junior high school science students. Keywords : Worksheet , Scientific approach

The Nanoscience and Engineering High School Research Internship program at the University of Alabama

2007 ◽  
Vol 1046 ◽  
Author(s):  
David E. Nikles ◽  
Gregory B. Thompson
Keyword(s):  
High School ◽  
High School Students ◽  
Materials Science ◽  
Basic Research ◽  
School Science ◽  
High School Science ◽  
Science Fair ◽  
Research Experience ◽  
Senior Year ◽  
School Students

AbstractThe Center for Materials for Information Technology provides a ten-week summer research experience in nanoscience and engineering for high school students. The students were between their junior and senior year or their sophomore and junior year and were interested in a career in scientific research. Each student had their own research project within the general theme of metal alloy nanoparticles. They were trained in safe laboratory practice and could prepare their own particles independently. Each used x-ray diffraction and SEM EDX to characterize the structure of their nanoparticles. They also identified potential applications for their particles such as magnetic recording, fuel cell catalysis and cancer therapy. Many of the students accomplished enough research to submit competitive entries to regional and national high school science fairs. Two were semi-finalists in the Siemens-Westinghouse Competition. Another won the West Alabama Science Fair and competed in the Intel International Science Fair. This program provided the high school students with a vision for the breadth and excitement of doing basic research in materials science.

Implementing Service-Learning Through an Online Graduate Course in Instructional Design

2017 ◽  
Vol 7 (4) ◽  
pp. 65-79
Author(s):  
Jesús H. Trespalacios ◽  
Tera Armstrong ◽  
Cynthia Goodwill
Keyword(s):  
High School ◽  
High School Students ◽  
Instructional Design ◽  
Graduate Students ◽  
Service Learning ◽  
Underserved Populations ◽  
School Science ◽  
High School Science ◽  
Learning Program ◽  
School Students

The following paper describes a collaborative service-learning project done in an online graduate class on instructional design. With the help of the university's service-learning program, a community issue was identified related to encouraging underserved populations to pursue STEM careers. Graduate students developed a data analysis from surveying high school students, designed and implemented a website where information about specific careers can be found, and evaluated the project with the help of a high school science teacher. The project also required that the graduate students reflected about the service activity to gain a deeper understanding of course objectives. The course instructor and graduate students' experiences during this service-learning project are discussed.

scholarly journals High school science fair: Experiences of undergraduate bioscience majors

2021 ◽  
Author(s):  
Frederick Grinnell ◽  
Simon Dalley ◽  
Joan Reisch
Keyword(s):  
High School ◽  
High School Students ◽  
Medical Center ◽  
School Science ◽  
Medical Institute ◽  
High School Science ◽  
Science Fair ◽  
School Students ◽  
Science Fairs ◽  
National Cohort

AbstractIn this paper, we report findings based on voluntary and anonymous surveys completed by post high school students on bioscience education trajectories -- summer undergraduate research fellows (SURF students) who were doing research at UT Southwestern Medical Center during 2014-2019 and biology undergraduates who participated in the 2019 Howard Hughes Medical Institute annual Science Education Alliance (SEA) summer symposium. About 25% of the students who completed surveys indicated that they had participated in high school science fair, but more than half attended high schools where science fairs were unavailable. Effectively, therefore, 6 out of every 10 students participated in science fair if available. Students who could have participated in high school science fair but chose not to do so identified not enough time and coming up with their project idea as major reasons why not. About half the SURF students favored requiring non-competitive science fair regardless whether they themselves had participated in science fair. On the other hand, less than 1 in 5 thought that competitive science fair should be required. Introduction to the scientific process and general learning were mentioned most frequently as the reasons to require non-competitive science fair; these reasons were mentioned rarely in connection with competitive science fair. Unlike the national cohort of high school students we surveyed previously, who mostly did science fair in 9th and 10th grades, SURF students participated in science fair throughout high school and were twice as likely as high school students to have carried out science fair more than once. Re-evaluation of the national cohort of high school students based on grade level showed that for those doing science fair in 12th grade, about 80% indicated that they were interested in careers in science or engineering up from 50% in 9th grade, and those uninterested in a career dropped from 35% to 3% over the same period. In conclusion, our findings show that participation of undergraduate bioscience majors in high school science fair occurs far more frequently than recognized previously. We emphasize the importance of incentivizing rather than requiring science fair participation and the potential value of developing non-competitive science fairs, especially for students in 9th and 10th grades.

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