role of emotions in High School students’ scientific initiation in Rio de Janeiro, Brazil

The Oswaldo Cruz Foundation's Scientific Vocation Program (Provoc-Fiocruz) is a non-formal educational program for scientific initiation directed to High School students in Brazil since 1986, in the areas of Biological Sciences, Health, Human or Social Sciences. This research is qualitative and it will be conducted semi-structured interviews with up to fifteen High School students and fifteen researchers-advisors from Provoc-Fiocruz, to understand the role of both students’ and advisors’ emotions in their knowledge socialization to develop scientific research. The data will be analyzed through content analysis and this research is grounded in the discipline of Sociology of Emotions and relate social markers differences such as gender, race and class in the construction of knowledge that result in academic and professional choices.

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THE ROLE OF PARENT AND TEACHER COUNCILS IN THE DEVELOPMENT OF ENVIRONMENTAL RESPONSIBILITY AND PARTICIPATION AMONG HIGH SCHOOL STUDENTS

Journal of Environmental Science ◽

10.21608/jes.2019.54291 ◽

2019 ◽

Vol 45 (3) ◽

pp. 105-138

Author(s):

Rashad Mashaal ◽

Moustafa Awad ◽

Susan Mohamed ◽

Hussam Kamal

Keyword(s):

High School ◽

High School Students ◽

Environmental Responsibility ◽

School Students

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Rural Aboriginal high school students' views of their future tertiary education

The Australian Journal of Indigenous Education ◽

10.1017/jie.2020.32 ◽

2020 ◽

pp. 1-11

Author(s):

Jessica Howard ◽

Jacob Jeffery ◽

Lucie Walters ◽

Elsa Barton

Keyword(s):

High School ◽

High School Students ◽

Lived Experience ◽

Educational Outcomes ◽

Educational Aspirations ◽

Tertiary Education ◽

Structured Interviews ◽

School Students ◽

Aboriginal Australians ◽

Relationship Networks

Abstract In the context of a stark discrepancy in the educational outcomes of Aboriginal Australians compared to non-Aboriginal Australians, this article aims to contribute the voices of rural Aboriginal high school students to the discourse. This article utilises an appreciative enquiry approach to analyse the opinions and aspirations of 12 Aboriginal high school students in a South Australian regional centre. Drawing on student perspectives from semi-structured interviews, this article contributes to and contextualises the growing body of literature regarding educational aspirations. It demonstrates how rurality influences a complex system of intrinsic attributes, relationship networks and contextual factors. It offers an important counterpoint to discourses surrounding academic disadvantage and highlights the lived experience of rural Aboriginal Australians.

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Experiential Education and Self-Authorship: An Examination of Students Enrolled in Immersion High Schools

Journal of Experiential Education ◽

10.1177/1053825920980787 ◽

2020 ◽

pp. 105382592098078

Author(s):

Meagan Ricks ◽

Lisa Meerts-Brandsma ◽

Jim Sibthorp

Keyword(s):

High School ◽

High School Students ◽

Experiential Education ◽

Education Program ◽

Belief System ◽

Learning Context ◽

Structured Interviews ◽

School Students ◽

Developmental Experiences ◽

Self Authorship

Background: Research shows that people benefit from having an internally defined belief system and identity to guide their decision-making rather than depending exclusively on external authorities to make choices. Less is known about what types of developmental experiences facilitate progression toward self-authorship, which is a way of being where a person depends on their internally defined beliefs to make decisions and direct their future. Purpose: This study examined an experiential education setting and the influence the setting had on high school students’ progression toward self-authorship. Methodology/Approach: We used Pizzolato’s open-ended Experience Survey and semi-structured interviews to examine aspects of self-authorship in high school students attending a semester-long experiential education program. Findings/Conclusions: We found students returning from their semester-long program focused on decisions that had a greater impact on their personally defined, long-term identity rather than immediate decisions. In addition, students showed growth in the three domains of self-authorship—epistemological, interpersonal, and intrapersonal. The results could be attributed to the pedagogical approach of the experiential education program. Implications: Educators who seek to provide experiences that support self-authorship could implement developmentally effective practices situated in an experiential learning context.

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Teacher Orchestration of Language and Gesture in Explaining Science Concepts in Images

Research in Science Education ◽

10.1007/s11165-021-10011-z ◽

2021 ◽

Author(s):

Thu Ngo ◽

Len Unsworth ◽

Michele Herrington

Keyword(s):

High School ◽

High School Students ◽

Senior High School ◽

School Students ◽

Symbolic Representations ◽

Different Types ◽

Cell Components ◽

Diagram Comprehension ◽

Senior High School Students

AbstractStudents’ difficulties interpreting diagrams remain a concern in science education. Research about improving diagram comprehension has included few studies of teachers’ orchestration of language and gesture in explaining diagrams—and very few in senior high schools. Research with younger students and studies of research scientists’ practice indicate the significance of the interaction of teachers’ gesture and language in explaining visualisations. The strategic deployment of such teacher-focussed authoritative explanations has been observed in facilitating progression to more complex and symbolic representations in classroom work. However, the paucity of such research in senior high school leaves open the question of how these teachers use gesture and language in managing the challenges of explaining the intricate sub-microscopic and abstract visualisations senior high school students need to negotiate. In this paper, we outline existing studies of teachers’ use of gesture and language to explain complex images in senior high school and investigate how it is managed by two biology teachers with images of different types and complexity representing the activity of certain cell components in the early phase of cell duplication. Implications are drawn for foci of further research including the role of a metalanguage describing different types of visualisations and their affordances.

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Risk as Value: A Switch of Set Hypothesis

Psychological Reports ◽

10.2466/pr0.1976.38.2.655 ◽

1976 ◽

Vol 38 (2) ◽

pp. 655-658 ◽

Cited By ~ 16

Author(s):

George W. Kelling ◽

Rhea Zirkes ◽

Deena Myerowitz

Keyword(s):

High School ◽

Sex Differences ◽

High School Students ◽

General Tendency ◽

Age Group ◽

School Students ◽

Risky Shift

Advisers are expected to be cautious. Typical instructions in research on risky shift induce the adviser role. However, subjects may take the role of the story's hero when they can identify with the hero. It is acceptable for people to be daring when acting for themselves. This hypothesis of a switch of set predicts that subjects should consider themselves more risky than the majority of their peers, a way of expressing the value of risk, when they are similar to the story's hero. High school students rated themselves and the majority on stories dealing with situations common to their age group and on stories dealing with adult problems. Sex of hero was also manipulated. Results supported the hypothesis of a switch of set. Subjects displaced themselves more when the situation was similar to those they might face; in addition, subjects displaced themselves more when the story's hero was of their sex. No sex differences in general tendency to risky displacement were found.

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The Relationship Between Social Support and Student Academic Involvement: The Mediating Role of School Belonging

Canadian Journal of School Psychology ◽

10.1177/08295735211034713 ◽

2021 ◽

pp. 082957352110347

Author(s):

Luis Francisco Vargas-Madriz ◽

Chiaki Konishi

Keyword(s):

Social Support ◽

High School ◽

High School Students ◽

Parental Support ◽

Critical Role ◽

School Belonging ◽

School Students ◽

Academic Involvement ◽

The Relationship

Canada’s high school graduation rates are still low when compared to other members of the OECD. Previous studies have found academic involvement is associated with positive trajectories toward graduation, that social support promotes student engagement, and that school belonging could mediate this relationship. Still, little is known about the specificity of such mediation, especially in Québec. Therefore, this study examined the role of belonging as mediator of the relationship between social support and academic involvement. Participants ( N = 238) were high-school students from the Greater Montréal Area. All variables were measured by the School-Climate Questionnaire. Results from hierarchical multiple regressions indicated parental support had a direct relationship, whereas peer and teacher support had a mediated relationship by school belonging with academic involvement. Results highlight the critical role of school belonging in promoting academic involvement in relation to social support.

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