scholarly journals An Investigation of Students’ Use of a Computational Science Simulation in an Online High School Physics Class

2019 ◽  
Vol 9 (1) ◽  
pp. 49 ◽  
Author(s):  
Joshua Rosenberg ◽  
Michael Lawson
Keyword(s):  
High School ◽  
Conceptual Understanding ◽  
Computational Science ◽  
Future Research ◽  
Data Set ◽  
Embedded Assessment ◽  
High School Physics ◽  
Balanced Model ◽  
Particle Nature ◽  
K 12

Science educators have begun to explore how students have opportunities to not only view and manipulate simulations, but also to analyze the complex sources of data they generate. While scholars have documented the characteristics and the effects of using simulations as a source of data in face-to-face, K-12 classrooms, how simulations can be taken up and used in such a way in fully-online classes is less-explored. In this study, we present results from our initial qualitative investigation of students’ use of a simulation in such a way across three lessons in an online, Advanced Placement high school physics class. In all, 13 students participated in the use of a computational science simulation that we adapted to output quantitative data across the lesson sequence. Students used the simulation and developed a class data set, which students then used to understand, interpret, and model a thermodynamics-related concept and phenomenon. We explored the progression of students’ conceptual understanding across the three lessons, students’ perceptions of the strengths and weaknesses of the simulation, and how students balanced explaining variability and being able to interpret their model of the class data set. Responses to embedded assessment questions indicated that a few developed more sophisticated conceptual understanding of the particle nature of matter and how it relates to diffusion, while others began the lesson sequence with an already-sophisticated understanding, and a few did not demonstrate changes in their understanding. Students reported that the simulation helped to make a complex idea more accessible and useful and that the data generated by the simulation made it easier to understand what the simulation was representing. When analyzing the class data set, some students focused on fitting the data, not considering the interpretability of the model as much, whereas other students balanced model fit with interpretability and usefulness. In all, findings suggest that the lesson sequence had educational value, but that modifications to the design of the simulation and lesson sequence and to the technologies used could enhance its impact. Implications and recommendations for future research focus on the potential for simulations to be used to engage students in a variety of scientific and engineering practices in online science classes.

scholarly journals Exploring the Relationships Between High School Course Enrollment, Achievement, and First-Semester College GPA

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Jeffrey M Warren ◽  
Camille L Goins
Keyword(s):  
High School ◽  
Advanced Placement ◽  
Future Research ◽  
Course Enrollment ◽  
Honors Courses ◽  
Grade Point ◽  
First Semester ◽  
College Gpa ◽  
K 12 ◽  
The Impact

This study explored the impact of Advanced Placement and honors course enrollment and high school grade point average (GPA) on first-semester college GPA. Data were collected from 131 college freshmen enrolled at a minority-serving institution who graduated from a public school during the previous academic year. A four-step hierarchical multiple regression analysis indicated that family structure, college status, enrollment in one or more Advanced Placement courses, and enrollment in five or more honors courses accounted for a significant amount of variance explained in first-semester college GPA, both individually and in combination. High school GPA intervened in these variables relationships with first-semester college GPA accounting for a significant amount of variance. Based on these findings, opportunities for future research and implications for K–12 schools and colleges are provided.

Do High School Students With a Same-Race Teacher Attend Class More Often?

2021 ◽  
pp. 016237372110322
Author(s):  
Michael Gottfried ◽  
J. Jacob Kirksey ◽  
Tina L. Fletcher
Keyword(s):  
High School ◽  
High School Students ◽  
Student Teacher ◽  
Race And Ethnicity ◽  
Fixed Effects ◽  
School Students ◽  
Data Set ◽  
Class Period ◽  
Student Absenteeism ◽  
K 12

Teachers of color increase school success for students of color. Yet, little attention has been paid to whether school attendance behaviors also increase from same race and ethnicity matches. To address this, our study used administrative data provided by a California high school district for the school years 2014 to 2018. We explored student absenteeism at the date and class period levels. Using this rich, longitudinal data set, we employed grade, school, class period, student, and date fixed effects models to examine the association between student–teacher matches and student absenteeism. Student–teacher race and ethnicity matches were associated with fewer unexcused absences for Latinx students. The results also indicate that associations were strongest for Latinx students in 11th and 12th grades—the age group in K–12 that has the most individual agency when it comes to getting to school. Furthermore, we found no evidence of declines in excused absences, which reflect health.

Student diversity and the persistence of gender effects on conceptual physics learning

2009 ◽  
Vol 87 (12) ◽  
pp. 1269-1274 ◽  
Author(s):  
A. Noack ◽  
T. Antimirova ◽  
M. Milner-Bolotin
Keyword(s):  
High School ◽  
Learning Outcomes ◽  
Conceptual Understanding ◽  
Mother Tongue ◽  
Demographic Characteristics ◽  
Gender Effects ◽  
Student Diversity ◽  
Unexpected Result ◽  
High School Physics ◽  
The Impact

At Ryerson University every year, hundreds of science and engineering students enroll into required introductory physics courses. The diverse educational histories and demographic characteristics of these students reflect the diversity of Toronto as an urban metropolis and Canada more generally. In this study, we investigate how students’ demographic and educational diversity affects their conceptual learning in introductory university physics. As expected, we found that the completion of a senior high school physics course is positively related to students’ initial conceptual understanding of physics. The unexpected result was that gender remained a predictor of the students’ initial conceptual understanding, even when the completion of high school physics was accounted for. Other demographic characteristics, such as students’ mother tongue and country of birth, seem not to matter. Students’ initial conceptual understanding was the strongest predictor of students’ course learning outcomes, which makes understanding students’ initial differences particularly important. Since learning outcomes in introductory science courses often impact students’ later success in undergraduate science degree programs, these results suggest that the impact of completing high school physics may extend far beyond the first year. The persistence of initial gender differences in students’ learning outcomes remains an ongoing concern.

scholarly journals Education Coverage in Television News: A Typology and Analysis of 35 Years of Topics

AERA Open ◽  
2018 ◽  
Vol 4 (1) ◽  
pp. 233285841775169 ◽  
Author(s):  
Kevin Coe ◽  
Paul J. Kuttner
Keyword(s):  
News Media ◽  
Television News ◽  
News Coverage ◽  
The United States ◽  
Future Research ◽  
Data Set ◽  
The Public ◽  
Online Appendix ◽  
News Networks ◽  
K 12

News media play a significant role in the education policy arena, informing the public about pressing issues and influencing how such issues are prioritized and understood. For this reason, researchers are increasingly raising concerns about how much attention news media give to education, which topics are covered, and how topics are addressed. In this article, the authors advance this growing body of research through a quantitative content analysis of the topics in national television news coverage of pre-K–12 (early childhood through high school) education in the United States over the past 35 years. The authors present their typology of education topics, providing a foundation for future research in this area, and analyze major trends. This article also serves as an introduction to a new data set: 2,322 abstracts, representing all substantial education news coverage from the three major evening news networks, included as an online appendix.

Description Of Relationship Between Students Interests And Attitudes In Physical Subject In Indonesia

2019 ◽  
Vol 5 (3) ◽  
pp. 202
Author(s):  
Astalini Astalini ◽  
Darmaji Darmaji ◽  
Dwi Agus Kurniawan ◽  
Sumaryanti Sumaryanti ◽  
Rahmat Perdana ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Descriptive Statistics ◽  
Student Interest ◽  
School Students ◽  
Analysis Techniques ◽  
High School Physics ◽  
Research Procedure ◽  
The Relationship ◽  
Good Research

The purpose of this study is to find out how attitudes and interests of students and analyze the relationship between attitudes and student interest in high school physics subjects in Jambi Province. This type of research is quantitative which uses survey research design as a research procedure. This study involved 463 high school students in Jambi Province. The instrument used was a questionnaire with data analysis techniques namely descriptive statistics and inferential statistics. The results of the dominant student attitude indicators discussed in this paper are attitude indicators towards good research in physics with a percentage of 58.5% with a total of 271 students. The results of indicators of dominant interest are indicators of learning attention with categories good a percentage of 74.3% with total 344 students. The results of the analysis of the relationship between attitudes and interests of students towards high school physics subjects in Jambi Province showed r value 0.725 and positive. Therefore it is said that the attitudes and interests of high school students in Indonesia in physics subjects are high.

Asian American Dropouts: A Case Study of Vietnamese and Chinese High School Students in a New England Urban School District

2009 ◽  
Vol 7 (1) ◽  
pp. 83-104 ◽  
Author(s):  
Phitsamay Uy
Keyword(s):  
High School ◽  
High School Students ◽  
New England ◽  
Asian American ◽  
Dropout Rates ◽  
School Students ◽  
Study Support ◽  
Asian American Student ◽  
K 12

In the world of K–12 education, the growing numbers of dropouts are a major concern. This article examines the dropout rates of Chinese and Vietnamese high school students. Using logistic regression analysis, this article examines the influence of ethnicity, gender, and socioeconomic status (SES) on dropout rates. The distinct contribution of this analysis lies within the intraethnic comparisons within the Asian American student population and its use of longitudinal data. The results of the study support existing research that gender and SES are related to dropout rates. Moreover, an interesting interaction between ethnicity and SES exists.

Understanding Associations Between Exposure to Violent Pornography and Teen Dating Violence Among Female Sexual Minority High School Students

2021 ◽  
pp. 088626052110283
Author(s):  
Cara Herbitter ◽  
Alyssa L. Norris ◽  
Kimberly M. Nelson ◽  
Lindsay M. Orchowski
Keyword(s):  
High School ◽  
High School Students ◽  
Dating Violence ◽  
Sexual Minority ◽  
Teen Dating Violence ◽  
Baseline Survey ◽  
Future Research ◽  
School Students ◽  
Minority Adolescents ◽  
Teen Dating

Previous research indicates that teen dating violence (TDV) is more common among sexual minority than heterosexual adolescents, with approximately half of female sexual minority adolescents (SMA) endorsing TDV victimization in the last year. In samples of adolescents without regard to sexual orientation, exposure to violent pornography is associated with TDV, but this relationship has not been assessed in female SMA. The current study sample consisted of 10th-grade high school students aged 14–17 who identified as cisgender females ( N = 1,276). Data were collected from a baseline survey prior to the delivery of a sexual assault prevention intervention. Female SMA had 2.54 times the odds (95%CI [1.75, 3.69]) of being exposed to violent pornography and 2.53 times the odds (95%CI [1.72, 3.70)]) of TDV exposure compared to heterosexual girls. Exposure to violent pornography was not associated with involvement in TDV among female SMA, controlling for episodic heavy drinking ( aOR = 2.25, 95%CI [0.88,6.22]). Given the relatively higher rates of violent pornography and TDV exposure among female SMA compared to heterosexual girls, it is critical that sex education curricula address these experiences and meet the needs of adolescents of all sexual orientations. Future research can assess how these TDV interventions might be tailored for female SMA. Although we did not find that exposure to violent pornography was associated with TDV among female SMA, these investigations should be replicated with larger data sets, given that the association between exposure to violent pornography and engagement in TDV was in the expected direction.

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