scholarly journals IDENTIFICATION OF THE INTEREST OF TURKISH MIDDLE-SCHOOL STUDENTS IN STEM CAREERS: GENDER AND GRADE LEVEL DIFFERENCES

2019 ◽  
Vol 18 (1) ◽  
pp. 90-104 ◽  
Author(s):  
Ayşegül Ergün
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Grade Level ◽  
Male Students ◽  
Stem Careers ◽  
Career Interest ◽  
School Students ◽  
Grade Level Differences ◽  
And Mathematics ◽  
Descriptive Survey

In Turkey, it is predicted that the need for STEM employment in the 2016-2023 period will be close to one million and that about 31% of this need will not be met. Therefore, the identification of students’ interest in STEM careers in middle-school is regarded as important. The aim of this research was to identify the interest of middle-school students in STEM careers. The sample of the research was made up of 892 students who received education in four middle-schools in the Aegean region of Turkey. In this research which was of the descriptive survey model, the STEM Career Interest Questionnaire was used to collect data. As a result of research, it was determined that the interest of male students in STEM careers is more positive compared to the female students. It was found that the interest in careers in terms of grade level did not display any differences in the area of technology, whereas it displayed differences in the areas of science, engineering and mathematics. In addition, it was identified that the interest in STEM careers displayed differences in terms of grade level and that as the grade level increases, the interest in STEM careers decreases.

Authentic Science with Dissemination Increases Self-Efficacy of Middle School Students

2019 ◽  
Vol 59 (6) ◽  
pp. 1497-1508
Author(s):  
E Dale Broder ◽  
Katie E Guilbert ◽  
Robin M Tinghitella ◽  
Shannon M Murphy ◽  
Cameron K Ghalambor ◽  
...  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Self Efficacy ◽  
After School ◽  
Stem Careers ◽  
School Students ◽  
Homogeneous Groups ◽  
And Gender ◽  
And Mathematics ◽  
K 12

Abstract Ethnically and gender diverse groups are more efficient, creative, and productive than homogeneous groups, yet women and minorities are underrepresented in the science, technology, engineering, and mathematics (STEM) workforce. One contributor is unequal access to high-quality STEM education based on socioeconomic status and race, which we may be able to address through inquiry-based out-of-school time programs. Here we describe a 6-month after-school program that allows an underrepresented community of middle school students to conduct original scientific research that they present at a conference each year. Through qualitative assessments and interviews, we found a trend for increased interest in STEM careers and self-efficacy in participants. Self-efficacy, or belief in one’s ability to succeed, predicts performance and persistence in STEM. Both self-efficacy and interest in STEM careers increased after students presented their research at a conference, highlighting the unexplored importance of dissemination for shaping self-efficacy in K-12 students. Small after-school programs like ours can be easily accomplished as broader impacts by scientists, and well-designed programs have the potential to positively affect change by increasing access and participation in STEM for diverse students.

Employing 3D Printing to Fabricate Augmented Reality Headsets for Middle School STEM Education

2019 ◽  
pp. 241-261
Author(s):  
Daniel A. Tillman ◽  
Ross C. Teller ◽  
Paul E. Perez ◽  
Song A. An
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Augmented Reality ◽  
3D Printing ◽  
Learning Science ◽  
3D Printer ◽  
School Students ◽  
Mathematics Content Knowledge ◽  
3D Printers ◽  
And Mathematics

This chapter examines the theories, strategies, and techniques for employing 3D printing technologies to fabricate education-appropriate augmented reality (AR) headsets and provides a concrete example of an AR headset that the authors developed. The chapter begins by discussing theories and historically relevant events that provide a context for the chapter's narrative about use of 3D printers to support AR in education. Next, the chapter presents the strategies that were employed while developing and 3D fabricating a custom-designed AR headset that was intended for supporting middle school students learning science and mathematics content knowledge. Afterward, the chapter provides directions and resources for the reader describing how to build the presented AR headset design themselves by using a 3D printer and affordable electronic components, as well as information about how to join the Maker community and participate in the designing and producing of similar projects. Lastly, the chapter delivers a summarization of all findings discussed.

The Direct and Indirect Effects of Computer Uses on Student Success in Math

2016 ◽  
Vol 6 (3) ◽  
pp. 48-64 ◽  
Author(s):  
Sunha Kim ◽  
Mido Chang ◽  
Namok Choi ◽  
Jeehyun Park ◽  
Heejung Kim
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Self Efficacy ◽  
Immigrant Students ◽  
Mathematics Performance ◽  
Equation Modeling ◽  
School Students ◽  
Study Results ◽  
And Mathematics ◽  
Mathematics Self Efficacy

To promote the academic success of middle school students, the authors examined the effects of computer uses on mathematics self-efficacy and mathematics performance of students, paying focused attention to immigrant students. They analysed the effects of computer use for schoolwork and gaming of middle school students applying a Structural Equation Modeling (SEM) to Trends in International Mathematics and Science Study (TIMSS) USA. The results showed that when students frequently used computer for schoolwork, they revealed high mathematics self-efficacy, which in turn led to high mathematics performance. On the other hand, the students that used computer for gaming frequently indicated low mathematics self-efficacy and mathematics performance. The authors' study results highlight the importance of guiding students to use computers properly, which is directly and indirectly associated with students' self-efficacy and performance in mathematics.

scholarly journals The Use of the Interactive Whiteboard in Mathematics and Mathematics Lessons from the Perspective of Turkish Middle School Students

2017 ◽  
Vol 6 (3) ◽  
pp. 195
Author(s):  
Nezih Onal ◽  
Cennet Gologlu Demir
Keyword(s):  
Middle School ◽  
Mathematics Education ◽  
Middle School Students ◽  
Positive Attitude ◽  
Attitude Scale ◽  
Interactive Whiteboard ◽  
School Students ◽  
Students Attitudes ◽  
And Mathematics ◽  
Education In Turkey

It is a great paradox that despite the great importance attached to mathematics education in Turkey, high failure rates are observed among Turkish students in mathematics. For this reason, new applications are implemented in the field of mathematics education in Turkey. One of these applications is the use of technology in mathematics education. Thus, this research aimed to determine the attitudes and opinions of the middle school students towards the use of the interactive whiteboard, which is among the technologies used in mathematics and mathematics lessons. The research is based on a mixed-method research design in which both quantitative and qualitative methods were used. The quantitative part of the study was conducted with 726 students, selected via the convenience sampling method, in 4 different central schools affiliated to the Ministry of Education (MNE) in the Karabük province during the 2015-2016 academic year, while the qualitative part was carried out with 20 participants determined on a voluntary basis. The research data were obtained from the “Attitude Scale towards Mathematics”, the “Interactive Whiteboard Attitude Scale” and the semi-structured interviews. It was found that the participants in the survey had a positive attitude towards the use of the interactive whiteboard in mathematics lessons and that they were positively affected by the interactive whiteboard in learning mathematics. In addition, it was concluded that participants' attitudes towards mathematics and the use of the interactive whiteboard was above average. It was also found that the male students’ attitudes towards the interactive whiteboard were more positive than that of the female students, and the level of positive attitude towards mathematics decreases as the class level increases accordingly. Finally, a low positive correlation was found between students' attitudes towards mathematics and the interactive whiteboard.

Epistemological Differences Between Gifted and Typically Developing Middle School Students

2019 ◽  
Vol 42 (2) ◽  
pp. 164-184
Author(s):  
Shelagh A. Gallagher
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Grade Level ◽  
Gifted Students ◽  
Developmental Differences ◽  
Typically Developing ◽  
Learning Context ◽  
School Students ◽  
Substantial Impact ◽  
Personal Epistemologies

Students’ personal epistemologies, or their beliefs about knowledge and knowing, have a substantial impact on learning, affecting their responses to curriculum, strategy selection, and psychosocial variables. Changes in epistemological reasoning occur similarly to other stage-based developmental schemes, with qualitative shifts in worldviews at each stage. Some research suggests that gifted students tend to develop higher levels of epistemological reasoning earlier than same-aged typically developing peers. The current study extends research in developmental differences to middle school students. A total of 189 sixth-, seventh-, and eighth-grade gifted or typical students completed the Learning Context Questionnaire. An analysis of variance was conducted to determine differences by Gifted Status and Grade Level. Results of the analysis revealed significant differences between gifted and typical students, with modest effect size, at each grade level. The discussion includes implications for understanding giftedness and related need for rich inquiry-based learning environments.

Fishy Fun under the Sun

2003 ◽  
Vol 9 (2) ◽  
pp. 78-82
Author(s):  
Deborah A. Moore ◽  
Maria C. Schwarz
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Cooperative Learning ◽  
Learning Environment ◽  
The Sun ◽  
School Students ◽  
Ratio And Proportion ◽  
Hands On ◽  
And Mathematics ◽  
Integrate Science

MY FAVORITE SEQUENCE OF LESSONS involves fun and creative activities that are both interesting and accessible to middle school students. The activities described in this article give a teacher one week's worth of lessons that allow geometry and measurement as well as ratio and proportion to be addressed in a cooperative learning environment. These lessons integrate science and mathematics with hands-on exploration using manipulatives.

scholarly journals Bullying Among Middle School Students with Disabilities

2018 ◽  
Vol 20 (1) ◽  
Author(s):  
Breanna McNeal ◽  
Dorothy Espelage
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Students With Disabilities ◽  
Critical Role ◽  
Self Report ◽  
Male Students ◽  
School Students ◽  
Bully Victimization ◽  
Willingness To Intervene ◽  
Caucasian Students

This investigation examined the association between bully victimization and willingness to intervene in bullying situations among students with and without disabilities. Through the use of self-report surveys, middle school students (n = 1005) participated in the study. The majority of students with disabilities reported having a Specific Learning Disability, and the sample included 49% male students and 44% Caucasian students. Results indicated that there was no significant effect for disability status on willingness to intervene; however, students who were bullied were more willing to intervene compared to youth with low rates of victimization. Students with disabilities who were victimized at high rates reported greater willingness to intervene in bullying situations compared to students with disabilities who reported lower rates of victimization and students without disabilities. These findings suggest that students with disabilities play a critical role in supporting other students who are being victimized by intervening to help them.

scholarly journals The relationship between the physical activity efficacy and physical activity of the middle school students

2019 ◽  
Vol 23 (2) ◽  
pp. 59-65
Author(s):  
U. Alpkaya
Keyword(s):  
Physical Activity ◽  
Middle School ◽  
Middle School Students ◽  
Pearson Correlation ◽  
Activity Level ◽  
Male Students ◽  
Older Children ◽  
School Students ◽  
Physical Activity Environments ◽  
The Relationship

Purpose: The purpose of this study is to determine the physical activity efficacy and physical activity of the middle school students, according to gender and to analyze the relationship between them. Material: The study group consisted of a total of 701 students from three public secondary schools, 343 of whom were female and 358 were male students. In order to determine the physical activity efficacy of the students, the Physical Activity Efficacy Scale was used, while the Physical Activity Questionnaire for Older Children was used for establishing the level of physical activity. In evaluating the data, descriptive statistics, independent t-test, Pearson correlation tests were used as statistical methods. Results: According to the data obtained by the study, the students’ physical activity efficacy was found to be good, with no difference between the females and the males (p>0.05). The students’ physical activity level was average, while the males were found to be physically more active than the females (p<0.05). A positive correlation was found between the physical activity efficacy and the physical activity of the students (p<0.05). Conclusion: According to the findings of this study, physical activities should be increased during the time of the middle school, which is a part of the period of adolescence. Besides, in order to enhance their physical activity efficacy, the adolescents should be provided with physical activity environments.

Sign in / Sign up

Export Citation Format

Share Document