scholarly journals The Impact of a Short-Term Pharmacology Enrichment Program on Knowledge and Science Attitudes in Precollege Students

2016 ◽  
Vol 7 (2) ◽  
Author(s):  
Molly N Downing ◽  
Katherine E Rooney ◽  
Abigail Norris Turner ◽  
Nicole Kwiek
Keyword(s):  
High School ◽  
High School Students ◽  
Attitudes Toward Science ◽  
Science Attitudes ◽  
Science Careers ◽  
Science Knowledge ◽  
Short Term ◽  
School Students ◽  
Enrichment Program ◽  
The Impact

As our nation and the global economy place an increased demand for science, technology, engineering, and mathematics (STEM) jobs, science educators must implement innovative approaches to pique precollege student’s interests in these careers. Pharmacology remains a relevant and engaging platform to teach biology and chemistry concepts, and this strategy applied over several months in the formal classroom increases science literacy in high school students. In order to improve the affordability and accessibility of this educational approach, we developed and assessed the impact of a short-term pharmacology day camp, ‘Pills, Potions, and Poisons’ (PPP), on high school students’ science knowledge and attitudes toward science careers. The PPP program was offered annually from 2009 through 2012, and participants spent 6 days learning about pharmacology and careers in the biomedical sciences. All PPP student participants (n=134) completed surveys assessing their basic science knowledge and science attitudes before and after the program. Students achieved significant gains in their science knowledge by the end (Day 6) of the PPP program (from 41% mean test score to 65%; p<0.001). In addition, the majority of participants agreed or strongly agreed that the PPP program positively impacted their attitudes toward science (p<0.001). This study provides evidence that a short-term pharmacology-centered science enrichment program can achieve significant gains in participant’s science knowledge as well as motivation and confidence towards science careers. Moreover, we report benefits experienced by the undergraduate, graduate, and professional pharmacy student teaching assistants (TAs, n=10) who reported improved communication skills and an increased interest in future educational work.   Type: Original Research

scholarly journals The impact of a short-term cohousing initiative among schizophrenia patients, high school students, and their social context: A qualitative case study

PLoS ONE ◽  
2018 ◽  
Vol 13 (1) ◽  
pp. e0190895 ◽  
Author(s):  
Domingo Palacios-Ceña ◽  
Emilio Andrés Martín-Tejedor ◽  
Ana Elías-Elispuru ◽  
Amaia Garate-Samaniego ◽  
Jorge Pérez-Corrales ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Social Context ◽  
Qualitative Case Study ◽  
Short Term ◽  
School Students ◽  
The Impact

scholarly journals The Impact of Science Knowledge, Reading Skill, and Reading Strategy Knowledge on More Traditional “High-Stakes” Measures of High School Students’ Science Achievement

2007 ◽  
Vol 44 (1) ◽  
pp. 161-196 ◽  
Author(s):  
Tenaha O’Reilly ◽  
Danielle S. McNamara
Keyword(s):  
High School ◽  
High School Students ◽  
Cognitive Abilities ◽  
Science Achievement ◽  
Reading Skill ◽  
Reading Strategy ◽  
Science Knowledge ◽  
School Students ◽  
High Stakes ◽  
The Impact

This study examined how well cognitive abilities predict high school students’ science achievement as measured by traditional content-based tests. Students (n = 1,651) from four high schools in three states were assessed on their science knowledge, reading skill, and reading strategy knowledge. The dependent variable, content-based science achievement, was measured in terms of students’ comprehension of a science passage, science course grade, and state science test scores. The cognitive variables reliably predicted all three measures of science achievement, and there were also significant gender differences. Reading skill helped the learner compensate for deficits in science knowledge for most measures of achievement and had a larger effect on achievement scores for higher knowledge than lower knowledge students. Implications for pedagogy and science assessment are discussed.

scholarly journals The Impact of Short-Term Cross-Cultural Experience on the Intercultural Competence of Participating Students: A Case Study of Australian High School Students

2021 ◽  
Vol 10 (8) ◽  
pp. 313
Author(s):  
Wendy Nelson ◽  
Johannes M. Luetz
Keyword(s):  
High School ◽  
High School Students ◽  
Intercultural Competence ◽  
Qualitative Interviews ◽  
Cross Cultural ◽  
Short Term ◽  
School Students ◽  
Cultural Experiences ◽  
Quasi Experimental ◽  
The Impact

Over recent years, globalisation occasioned a dramatic rise in cross-cultural interactions until this was disrupted by the COVID-19 pandemic. The ability to competently engage in a multicultural world is often considered the “literacy of the future”. Global interconnectedness has brought studies into intercultural competence to centre stage. This has increased the demand for cross-cultural education experiences that facilitate such learning. However, there is a dearth of empirical research into the issues and effects surrounding short-term cross-cultural educational experiences for adolescents. This mixed-methods study extends previous research by looking specifically into what impact short-term cross-cultural experiences may have on the formation of intercultural competence (IC) and emotional intelligence (EI) of Australian high school students. This study used two instruments for measuring IC and EI in a pre- and post-test quasi-experimental design (n = 14), the General Ethnocentrism (GENE) Scale and Toronto Empathy Questionnaire (TEQ). Moreover, it conducted in-depth post-experience qualitative interviews (n = 7) that broadly followed a phenomenological paradigm of inquiry. The findings suggest that fully embodied cross-cultural immersive experiences can effectively support the formation of IC and EI in high school students and may thereby play a contributing role in redressing ignorance, xenophobia, prejudice, and discrimination. A greater understanding of the linkages between immersive cross-cultural experiences and intercultural competence offers prospects for policymakers, educators, pastoral carers, and other relevant stakeholders who might employ such experiential learning to foster more interculturally and interracially harmonious human relations.

scholarly journals The Impact of Short-Term Cross-Cultural Experience on the Intercultural Competence of Participating Students: A Case Study of Australian High School Students

2021 ◽  
Author(s):  
Wendy Nelson ◽  
Johannes M. Luetz
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
High School Students ◽  
Intercultural Competence ◽  
Qualitative Interviews ◽  
Cross Cultural ◽  
Short Term ◽  
School Students ◽  
Cultural Experiences ◽  
The Impact

Over recent years globalisation has occasioned a dramatic rise in cross-cultural interactions &ndash; until this was disrupted by the COVID-19 pandemic (OECD 2018, Nelson &amp;amp; Luetz 2021). The ability to competently engage in a multicultural world is often considered the &ldquo;literacy of the future&rdquo; (UNESCO 2013, OECD 2018). Global interconnectedness has brought studies into intercultural competence to centre stage (UNDP 2004, Bissessar 2018, Nelson et al. 2019). This has increased the demand for cross-cultural education experiences that facilitate such learning. However, there is a dearth of empirical research into the issues and effects surrounding short-term cross-cultural educational experiences for adolescents. This mixed methods study extends previous research by looking specifically into what impact short-term cross-cultural experiences may have on the formation of intercultural competence and emotional intelligence of Australian high school students. This study used two instruments for measuring intercultural competence and emotional intelligence in a pre- and posttest quasi-experimental design (n=14), the GENE Scale and TEQ. Moreover, it conducted in-depth post experience qualitative interviews (n=7) that broadly followed a phenomenological paradigm of inquiry. The findings suggest that fully embodied cross-cultural immersive experiences offer benefits in areas of intercultural competence and emotional intelligence and can offer meaningful application in areas of current affairs. A greater understanding of the linkages between immersive cross-cultural experiences and intercultural competence offers prospects for policy makers, educators, pastoral carers, and other relevant stakeholders who might employ such experiential learning to foster more interculturally and interracially harmonious human relations.

scholarly journals Predicting pathways to optional summer science experiences by socioeconomic status and the impact on science attitudes and skills

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Allison S. Liu ◽  
Christian D. Schunn
Keyword(s):  
High School ◽  
Socioeconomic Status ◽  
High School Students ◽  
Positive Impact ◽  
Family Characteristics ◽  
Science Attitudes ◽  
School Students ◽  
Self Selection ◽  
The Usa ◽  
The Impact

Abstract Background Large achievement and motivation gaps exist in science between students from higher and lower socioeconomic status (SES) backgrounds. Middle and high school are an important time to address these disparities, as science motivation typically declines for all students at this time, leading to particularly low science interest and achievement for lower SES students on average when the gaps are left unaddressed. Students’ control over their free time also increases at this time, providing opportunities for optional science experiences that may improve science attitudes and skills to combat these achievement and motivation gaps. Using a longitudinal dataset of 2252 middle and high school students from two regions in the USA, we investigate (1) disparities between higher and lower SES students in participation in optional summer science experiences and post-summer science attitudes and skills; (2) whether the child and family characteristics that predict participation in home-related, nature-related, and STEM camp experiences in the summer differ for higher and lower SES students; and (3) how participation in these types of optional summer science experiences contribute to post-summer science attitudes and skills when controlling for self-selection biases. Results Higher SES students reported greater participation in optional summer science experiences and higher post-summer science attitudes and sensemaking skills. Fascination for science was more important for participation in home-related and nature-related experiences for higher SES participants, whereas science competency beliefs were more important for lower SES participants. For STEM camp experiences, higher SES participants with higher competency beliefs and lower SES participants with lower scientific sensemaking skills were more likely to participate. After controlling for self-selection biases that may influence participation in these experiences, we found that home-related and nature-related experiences had a positive impact on students’ attitudes toward science. Conclusions Our findings suggest two pathways for increasing participation in optional summer science experiences for higher SES and lower SES students. Specifically, it may be helpful to support interest in science for higher SES students and competency beliefs for lower SES students. Greater participation in home-related and nature-related summer science experiences can also increase science attitudes during middle and high school.

Interactive Lecture in Redox Chemistry: Analysis of the Impact of the Dissemination of University Scientific Research among High School Students

2021 ◽  
Author(s):  
Franciani Cassia Sentanin ◽  
Ariane Carolina da Rocha ◽  
Kenia Naara Parra ◽  
Marcos R. V. Lanza ◽  
Ana Claudia Kasseboehmer
Keyword(s):  
High School ◽  
High School Students ◽  
Scientific Research ◽  
Redox Chemistry ◽  
School Students ◽  
The Impact ◽  
Interactive Lecture
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