scholarly journals Challenges in STEM Learning: A Case of Filipino High School Students

2021 ◽  
Vol 7 (2) ◽  
pp. 232
Author(s):  
Danilo V. Rogayan Jr. ◽  
Renzo Jay L Rafanan ◽  
Clarisse Yimyr De Guzman
Keyword(s):  
High School ◽  
High School Students ◽  
Stem Learning ◽  
School Students

scholarly journals Biology teachers and high school students perceptions about STEM learning

2019 ◽  
Vol 1157 ◽  
pp. 042007
Author(s):  
D Saptarani ◽  
A Widodo ◽  
W Purwianingsih
Keyword(s):  
High School ◽  
High School Students ◽  
Stem Learning ◽  
School Students ◽  
Biology Teachers

scholarly journals A Learner based Perspective on STEM Learning in AP Courses

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Albert Bao
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Strategies ◽  
School Environment ◽  
Stem Learning ◽  
Stem Fields ◽  
School Students ◽  
Chemistry Students ◽  
Effective Learning ◽  
Value Learning

STEM fields are at the core of 21st Century Innovation. However only a small number of American students pursue STEM disciplines as their future careers. In high school, AP STEM courses provide unique opportunities to improve students’ awareness, interests, and access to STEM learning in the school environment. A positive experience in these AP courses can be a catalyst to shaping a student’s career interests and preferences towards STEM fields. However, these courses are also the most challenging among all high school curricula, and the situation is even more complicated by the shortage of teachers skilled in STEM subjects. It is then important to help students develop effective learning strategies for these courses. Through surveying high school students who have studied AP STEM courses, this study has found that students highly value learning physics with a concept-based approach, chemistry and calculus with a procedure-based strategy, and biology with a mix between memorization and concept. Additionally, students prepared best with a mix between concept-based activities, such as labs, and procedure-based activities, such as practice problems, in both physics and chemistry. Students who took biology found memorization-based preparations to be the most useful, and calculus was prepared best with procedure.

CAPSULE: An Innovative Capstone-Based Pedagogical Approach to Engage High School Students in STEM Learning

2011 ◽  
Author(s):  
Abe Zeid ◽  
Sagar Kamarthi ◽  
Claire Duggan ◽  
Jessica Chin
Keyword(s):  
High School ◽  
High School Students ◽  
Public Schools ◽  
Learning Experience ◽  
College Level ◽  
Stem Learning ◽  
Abstract Concepts ◽  
Top Down ◽  
School Students ◽  
Pedagogical Approach

School children in general and high school students, in particular more often than not lose interest in STEM (science, technology, engineering, and math) education. Underrepresented and female students are even more discouraged by STEM courses. Our investigation and interviews with high school teachers cite that the main reason for such disinterest is the disconnect between school and reality. Students cannot relate the abstract concepts they learn in physics, biology, chemistry, or math to their surroundings. This paper discusses a new capstone project-based approach that closes this gap. This work is an outcome of an NSF funded project called CAPSULE (Capstone Unique Learning Experience). We use the top-down pedagogical approach instead of the traditional bottom-up approach. The top-down approach relates the abstract concepts to exciting open-ended capstone projects where students are engaged in designing solutions, like products to solve open-ended problems. This top-down approach is modeled after the college-level capstone design courses. The paper presents the model, its details, and implementation. It also presents the formative and summative evaluation of the model after deploying it in the Boston Public Schools, a system heavily populated by the targeted student groups.

scholarly journals The Effect of Newtonian Dynamics STEM-Integrated Learning Strategy to Increase Scientific Literacy of Senior High School Students

2019 ◽  
Vol 8 (1) ◽  
pp. 43-52 ◽  
Author(s):  
Listiana Listiana ◽  
Abdurrahman Abdurrahman ◽  
Agus Suyatna ◽  
Prasart Nuangchalerm
Keyword(s):  
High School ◽  
High School Students ◽  
Effect Size ◽  
Scientific Literacy ◽  
Literacy Skill ◽  
Average Score ◽  
Learning Approach ◽  
Stem Learning ◽  
School Students ◽  
And Control

This research aimed to examine STEM learning approach effectivity in increasing scientific literacy of senior high school students. The research involved 67Senior High School 5 students Bandar Lampung in Lampung Province, Indonesia. The research design used wasThe Non-Equivalent Control Group Pretest and Posttest Design. The experimental class used STEM Learning Approach and the control class used a scientific approach. The data was collected using pretest and posttest score of scientific literacy inventory. The Effectiveness analysis was done using the Normalized Gain (N–Gain) and Effect Size. Based on the research, the average score of the scientific literacy skill with N-gain of experimental classes was 0.55 and control class was 0.49, both classes were in medium category achievement. The result of effect size test showed that STEM learning approach has an effect size in the medium category of 0.24. Furthermore, based on an analysis of T-test results, there was a difference between the N-gain average score of the students' scientific literacy skill between experimental class and control class. The students who learned with STEM learning approach has a significantly higher degree of scientific literacy skill than those who learned with the scientific approach. So the conclusion in this research is that the students taught using the STEM approach are in the "conceptual" category which is better in explaining the concept, able to describe the relationship between these concepts, and able to analyze alternative solutions and procedural skills and understanding of the process of discovering science and technology

scholarly journals Enhancing senior high school student engagement and academic performance using an inclusive and scalable inquiry-based program

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Locke Davenport Huyer ◽  
Neal I. Callaghan ◽  
Sara Dicks ◽  
Edward Scherer ◽  
Andrey I. Shukalyuk ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Positive Impact ◽  
Learning Model ◽  
Stem Learning ◽  
School Students ◽  
Post Secondary ◽  
Knowledge Based ◽  
Stem Students ◽  
Under Performing

AbstractThe multi-disciplinary nature of science, technology, engineering, and math (STEM) careers often renders difficulty for high school students navigating from classroom knowledge to post-secondary pursuits. Discrepancies between the knowledge-based high school learning approach and the experiential approach of future studies leaves some students disillusioned by STEM. We present Discovery, a term-long inquiry-focused learning model delivered by STEM graduate students in collaboration with high school teachers, in the context of biomedical engineering. Entire classes of high school STEM students representing diverse cultural and socioeconomic backgrounds engaged in iterative, problem-based learning designed to emphasize critical thinking concomitantly within the secondary school and university environments. Assessment of grades and survey data suggested positive impact of this learning model on students’ STEM interests and engagement, notably in under-performing cohorts, as well as repeating cohorts that engage in the program on more than one occasion. Discovery presents a scalable platform that stimulates persistence in STEM learning, providing valuable learning opportunities and capturing cohorts of students that might otherwise be under-engaged in STEM.

Urban High School Students’ IT/STEM Learning: Findings from a Collaborative Inquiry- and Design-Based Afterschool Program

2013 ◽  
Vol 23 (1) ◽  
pp. 116-137 ◽  
Author(s):  
Mesut Duran ◽  
Margret Höft ◽  
Dan B. Lawson ◽  
Brahim Medjahed ◽  
Elsayed A. Orady
Keyword(s):  
High School ◽  
High School Students ◽  
Collaborative Inquiry ◽  
Urban High School ◽  
Stem Learning ◽  
School Students ◽  
Afterschool Program

scholarly journals Importance of development of STEM education for petrology and mineralogy

2018 ◽  
Vol 4 (1) ◽  
pp. 98-103
Author(s):  
Tomohiro Takebayashi ◽  
Yoshisuke Kumano
Keyword(s):  
Earth Sciences ◽  
High School ◽  
High School Students ◽  
Stem Education ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
Stem Learning ◽  
School Students ◽  
The Earth

Rocks and minerals are very important materials for studying Earth Sciences. They are used to investigate the planetary history and evolution and are utilized as resources to support our lives. At present, it is critical for all countries to secure a stable supply of mineral resources, and it is necessary to understand the deposits and the growing mechanisms of minerals. In Japan, elementary and junior high school students study igneous and sedimentary rocks and some other kinds of minerals. In this research, we conducted a questionnaire for 154 Japanese junior high school students to investigate their 1) knowledge of minerals, and 2) petrology and mineralogy with respect to usefulness of rocks and minerals to our living. First, about 95% of the students could answer the names of the stone, including those who mainly answered jewel names. However, ~56% students could not answer the benefits of minerals.In high school, 36% students learned Basic Earth Sciences and 1.2% learned Earth Sciences (MEXT 2017). There is concern that most of the Japanese people have few opportunities to learn Earth Sciences. As NGSS showed in 2013, Earth and Space Science are major fields of STEM learning. Conclusively, it is necessary to stop memorizing subjects and instead modify the Earth Sciences with respect to STEM education. In this paper, we discuss the student’s attitudes towards petrology and mineralogy so as to propose the Earth STEM education.

Articulatory Intervention for the Visually Impaired

1979 ◽  
Vol 10 (3) ◽  
pp. 139-144
Author(s):  
Cheri L. Florance ◽  
Judith O’Keefe
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Change ◽  
Visually Impaired ◽  
School Students ◽  
Handicapped Children ◽  
Paired Stimuli ◽  
Visually Handicapped ◽  
Parent Program

A modification of the Paired-Stimuli Parent Program (Florance, 1977) was adapted for the treatment of articulatory errors of visually handicapped children. Blind high school students served as clinical aides. A discussion of treatment methodology, and the results of administrating the program to 32 children, including a two-year follow-up evaluation to measure permanence of behavior change, is presented.

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