scholarly journals Developing of Measurement of Independence Characteristic in Middle School Students Mathematics and Science

2018 ◽  
Vol 8 (2) ◽  
Author(s):  
Supardi U. S. Supardi
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Research And Development ◽  
Large Scale ◽  
Measurement Instrument ◽  
Research Process ◽  
Small Scale ◽  
Empirical Testing ◽  
School Students ◽  
Selection Of

<span lang="EN-US">The purpose of this study to design a measurement instrument independence character of middle school students. Research using research and development (R &amp; D). Stages of the research process include: reviewing the concept, making the construct and design the instruments, experts’ assessment, the empirical pre-test, and empirical testing. Test experts were conducted by experts through quantitative and qualitative assessments were followed by improvements to the instrument. Pre empirical testing was done by trial and instruments in small-scale followed by repair and selection of items. Empirical testing is a field test on a large scale at middle school students who were followed by the selection of grains and calculation of reliability of the instrument. Research and development results obtained as follows. (1) Measurement code developed with the student independence four dimensions: freedom, initiative, progressive and resilient, and confident. The dimension of freedom comprising: able to make their own choices and able to perform his own activities. Dimension Initiative consists of: being able to think and act in an indigenous, and doing creative activities. The results of this study are expected secondary school teachers can have a reference or guidelines for measuring the character of student independenc</span><span lang="EN-US">e</span>

scholarly journals Researcher, PI and CEO - Managing a Large Scale Environmental Restoration Project in New York City; Creating Expectations, Establishing Structure, Protocols and Realistic Outcomes

2017 ◽  
Author(s):  
Lauren Beth Birney ◽  
George Diamantakos
Keyword(s):  
Middle School ◽  
New York ◽  
New York City ◽  
Middle School Students ◽  
York City ◽  
Large Scale ◽  
Project Based Learning ◽  
Environmental Restoration ◽  
School Students ◽  
Project Model

Abstract Research consistently shows that children who have opportunities to actively investigate natural settings and engage in problem-based learning greatly benefit from the experiences? This project developed a model of curriculum and community enterprise to address that issue within the nation's largest urban school system. Middle school students will study New York Harbor and the extensive watershed that empties into it, as they conducted field research in support of restoring native oyster habitats. The project builds on the existing Billion Oyster Project, and was implemented by a broad partnership of institutions and community resources, including Pace University, the New York City Department of Education, the Columbia University Lamont-Doherty Earth Observatory, the New York Academy of Sciences, the New York Harbor Foundation, the New York Aquarium, and others. The project model includes five interrelated components: A teacher education curriculum, a digital platform for project resources, museum exhibits, and an afterschool STEM mentoring program. It targets middle-school students in low-income neighborhoods with high populations of English language learners and students from groups underrepresented in STEM fields and education pathways. This paper explores the management of this large-scale project and provides insight with regard to the governance of the various project components.   Key words (project-based learning, environmental restoration, educational technology)

scholarly journals Does preschool attendance affect the urban-rural cognition gap among middle school students? Evidence from China Education Panel Survey

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Lei Zheng ◽  
Qiuyi Weng ◽  
Xin Gong
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Cognitive Ability ◽  
Large Scale ◽  
Preschool Education ◽  
Ordinary Least Squares ◽  
Panel Survey ◽  
School Students ◽  
Preschool Attendance ◽  
Urban Rural

AbstractCognitive abilities have a great impact on individuals’ socioeconomic status. Among the factors that affect cognitive ability, early childhood development and preschool education are vital. However, evidence on the effect of preschool attendance on the urban-rural cognition gap from large-scale samples is almost nonexistent. Based on a nationally representative dataset from the China Education Panel Survey, this study fills this gap by presenting evidence of a significant cognition gap between urban and rural middle school students. We find a consistent positive relationship between preschool attendance and cognitive ability in grade 7 and grade 9 based on ordinary least squares and propensity score matching estimations. Results based on a Blinder-Oaxaca decomposition suggest that the differences between urban and rural students in preschool education account for 28% to 44% of the between-group cognition gap. We also simulate the effects of policy interventions meant to develop preschool education on the narrowing of the urban-rural cognition gap.

scholarly journals PENGEMBANGAN MEDIA INTERAKTIF CERITA FABEL MENTILIN YANG CERDIK MENGGUNAKAN ARTICULATE STORYLINE 3 UNTUK SISWA KELAS IV SEKOLAH DASAR (Interactive Media Development of Clever Horsfield's Tarsier [Mentilin] Fable Story Using Articulate Storyline 3 for Fourth Grade Students at Elementary School)

Sirok Bastra ◽  
2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Aliyah Tazkiyah ◽  
Maulina Hendrik ◽  
Nurjannah Nurjannah
Keyword(s):  
Elementary School ◽  
Research And Development ◽  
Large Scale ◽  
Interactive Media ◽  
Fourth Grade ◽  
Student Response ◽  
Small Scale ◽  
Research Approach ◽  
School Students ◽  
Expert Validation

Banyak siswa tidak tertarik mempelajari cerita fabel yang hanya berupa teks dan belum menggunakan media pembelajaran. Padahal, fabel merupakan salah satu tradisi lisan yang sarat dengan nilai kebudayaan yang diajarkan di sekolah melalui pembelajaran sastra. Penelitian ini bertujuan untuk mengembangkan media interaktif cerita fabel Mentilin yang Cerdik dengan menggunakan Articulate Storyline 3 untuk siswa kelas IV sekolah dasar yang sahih dan praktis. Metode penelitian yang digunakan adalah research and development (RD) dengan menggunakan model pengembangan ADDIE. Model ini terdiri atas empat tahap, yaitu analisis (analysis), perancangan (design), pengembangan (development), dan implementasi (implementation). Instrumen pengumpulan data berupa angket validasi ahli materi, ahli bahasa, ahli media, serta angket respons guru dan siswa. Hasilnya menunjukkan bahwa media yang dikembangkan dinyatakan sangat sahih dan sangat praktis. Media interaktif sangat sahih diperoleh dari validasi ahli media dengan persentase sebesar 97,5%, ahli materi 92,5%, dan ahli bahasa 92,5%. Sementara itu, media interaktif dinyatakan sangat praktis dengan dibuktikannya hasil angket respons siswa pada uji coba skala kecil dengan persentase sebesar 98,75%, uji coba skala besar dengan persentase sebesar 97%, dan hasil angket respons guru memperoleh persentase sebesar 98,75%. This research is motivated by students who are not interested in studying fable stories which are only in the form of text and had not used learning media. Using Articulate Storyline 3 for fourth-grade elementary school students attempted to create valid and practical interactive media for Mentilin yang Cerdik fable stories. The research approach used was Research and Development (RD), which followed the ADDIE development model with four stages: analysis, design, development, and implementation. Material expert validation questionnaires, linguists, media experts, teacher, and student response questionnaires were all used to collect data. Material expert validation questionnaires, linguists, media experts, teacher, and student response questionnaires were all used to collect data. The result of research and development stated that the media was very valid and very practical. Very valid interactive media was obtained from the validation of media experts with a percentage of 97.5%, material experts 92.5%, and linguists 92.5%. While interactive media is stated to be very practical with the evidence of the results of student response questionnaires in small-scale trials with a a percentage of 98.75%, large-scale trials with a percentage of 97%, and the results of teacher response questionnaires obtaining a percentage of 98.75%.

scholarly journals Addressing confirmation bias in middle school data science education

2022 ◽  
Vol 0 (0) ◽  
pp. 0
Author(s):  
Sarai Hedges ◽  
Kim Given
Keyword(s):  
Middle School ◽  
Science Education ◽  
Middle School Students ◽  
Large Scale ◽  
Data Science ◽  
Social Issues ◽  
Confirmation Bias ◽  
Future Research ◽  
School Students ◽  
Pull Out

<p style='text-indent:20px;'>More research is needed involving middle school students' engagement in the statistical problem-solving process, particularly the beginning process steps: formulate a question and make a plan to collect data/consider the data. Further, the increased availability of large-scale electronically accessible data sets is an untapped area of study. This interpretive study examined middle school students' understanding of statistical concepts involved in making a plan to collect data to answer a statistical question within a social issue context using data available on the internet. Student artifacts, researcher notes, and audio and video recordings from nine groups of 20 seventh-grade students in two gifted education pull-out classes at a suburban middle school were used to answer the study research questions. Data were analyzed using a priori codes from previously developed frameworks and by using an inductive approach to find themes.</p><p style='text-indent:20px;'>Three themes that emerged from data related to confirmation bias. Some middle school students held preconceptions about the social issues they chose to study that biased their statistical questions. This in turn influenced the sources of data students used to answer their questions. Confirmation bias is a serious issue that is exacerbated due to endless sources of data electronically available. We argue that this type of bias should be addressed early in students' educational experiences. Based on the findings from this study, we offer recommendations for future research and implications for statistics and data science education.</p>

Factors Affecting the Academic Choices of Academically Talented Middle School Students

1995 ◽  
Vol 18 (3) ◽  
pp. 298-318 ◽  
Author(s):  
Paula Olszewski-Kubilius ◽  
Jeff Yasumoto
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Parental Attitudes ◽  
Educational Experiences ◽  
Academic Program ◽  
School Students ◽  
Factors Affecting ◽  
Gifted Middle School Students ◽  
Math Class ◽  
Selection Of

This study examines the factors that influence the couise choices of gifted middle school students who participated in a summer academic program. Specifically, we studied factors that influence the choices between math, science, and verbal oriented courses. The factors included gender, race, ability, previous educational experiences, interests, and parental attitudes. Results show that there was a gender difference favoring males for selection of math and science courses over verbal ones. Parental attitudes and previous educational experiences influenced the selection of a math class over a verbal course. Parental attitudes and race influenced the selection of a science course over a verbal course. The importance that parents place on mathematics and science for the child's future had the most powerful influence over a student's selections compared to other variables and appears to offset negative attitudes that might prevent females from selecting math courses.

Evaluating the Impact of Interaction between Middle School Students and Materials Science and Engineering Researchers

2011 ◽  
Vol 1364 ◽  
Author(s):  
Shannon L. Greco ◽  
Daniel J. Steinberg
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Large Scale ◽  
Materials Science ◽  
School Students ◽  
Materials Science And Engineering ◽  
Scientists And Engineers ◽  
Students Attitudes ◽  
Group Interviews ◽  
The Impact

ABSTRACTWe, as education outreach providers at a research center, believe research scientists and engineers have much to contribute to science education. Our job is to design programs that allow our faculty and students to share their expertise and their stories to positively impact student learning and attitudes towards STEM fields. Is it possible to show that middle school students’ interaction with scientists and engineers makes a positive difference in only one day? The National Science Foundation funded Princeton Center for Complex Materials (PCCM), in partnership with MRS and NOVA, held a large-scale, one-day event for middle school students on January 27, 2011. This study measures the impact of that engagement on the students’ attitudes, contributing to their general attitude towards science and scientists that will ultimately determine their career choices later in life. Among other methods, focus group interviews and pre- and post-event attitude surveys were conducted and analyzed to evaluate the impact of the program.

1979 National Middle School Mathematics Olympiads in the People’s Republic of China

1982 ◽  
Vol 75 (2) ◽  
pp. 161-169
Author(s):  
Jerry P. Becker
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Secondary School ◽  
Educational Policy ◽  
Cultural Revolution ◽  
Large Scale ◽  
Middle School Mathematics ◽  
Classroom Teachers ◽  
School Students ◽  
Republic Of China

Mathematics competitions were orga- nized in four major cities of China in 1956-Beijing, Shanghai, Tianjin, and Wuhan. Thereafter the competitions, whose objective was to identify mathe- matically talented middle school students, grew and eventually came to involve middle school and university classroom teachers on a fairly large scale. (The Chinese middle school [5 years] is analogous to the American secondary school [6 years]. Students begin middle school at (approximately] age II.) However, the competitions were terminated in I964 just prior to the Great Proletarian Cultural Revolution in China. Subsequently, with changes taking place in educational policy in the mid-1970s, the competitions were reinstituted and the Chinese organized and carried out competitions at the municipal, provincial, and national levels in 1978. (For fuller information on the 1978 olympiads, see the Becker article in the Bibliography.)

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