scholarly journals Participation of High School Students in Authentic Science and Engineering Experiences with a University-Based Water Research Team

Water ◽  
2021 ◽  
Vol 13 (13) ◽  
pp. 1745
Author(s):  
Jawaher Alsultan ◽  
Michelle Henderson ◽  
Madison Rice ◽  
Xia Yang ◽  
Jordin Kahler ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Potable Water ◽  
Positive Impact ◽  
Participant Observation ◽  
Research Question ◽  
Teaching Experience ◽  
Poor Quality ◽  
School Students ◽  
Science And Engineering

The lack of readily available sources of potable water is major problem in many parts of the world. This project engaged high school (HS) students in authentic and meaningful science and engineering activities to teach them about the lack and poor quality of potable water in many regions and how they can be addressed through the use of point of use (POU) treatments, such as biosand filters (BSFs). The HS students’ activities paralleled those of USF students, including research question development and BSF design, construction, operation, and monitoring. An ethnographic approach was utilized by incorporating participant observation, collection and review of artifacts, and interviews. It was found that the project’s focus on the need to provide potable water in the developing world provided authenticity and meaningfulness to the HS students, which encouraged their participation in activities and the learning of science and engineering practices. The HS students reported an awareness of the differences between this project and their regular science classes. The project had a positive impact on their perceptions of themselves as scientists and their interest in STEM careers. The HS students’ results were useful to the university-based research. In addition, the USF students gained teaching experience while investigating research questions in a low-stakes environment.

scholarly journals Pemahaman Tentang Penyebab Serta Dinamika Psikologis Siswa Yang Membolos Sekolah (Suatu Telaah Melalui Studi Kasus)

2016 ◽  
Vol 3 (1) ◽  
Author(s):  
Ghozali Rusyid Affandi
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Participant Observation ◽  
Peer Group ◽  
Single Case ◽  
Research Question ◽  
School Students ◽  
Psychological Dynamics

This research aimed to determine the causes of truancy in high school students and to understand the psychological dynamics of high school students were absent. To achieve the goal of these studies used the framework of the research question consists of 5 questions, among others: 1). What the causes of truancy in junior high school student, 2). How do parents in implementing parenting at home, 3). How do teachers in delivering the course material; 4) What is the influence of the peer group does truancy; 5). How psychological dynamics junior high school students who were truancy. Qualitative research method used is the case study that examines a single case, with one person subject to the criteria of the study subjects were teenagers who were educated at the Junior High School, was truant more than school provision, 12 - 14 years , male sex and living in Yogyakarta. This study took place in the one of junior high school in Yogyakarta. Data taken using in-depth interviews to subjects and informants, participant observation and field notes. From the analysis carried out it was found that the causes of truant behavior of the subject is 1) The influence of peers, 2) Personal subject it self; 3) Factors parenting from his parents; 4) Threatening and worried environment, 5) the school environment factors. And comorbid psychological dynamics truant behavior consists of three conditions, pre conditions (will do skipping school), while truant and after truant. In addition it also found participation behavior after truant period, the positive behavior in the form of the emergence of a sense of responsibility will backwardness lessons and negative behaviors such as lying to teachers and parents about causes of truant behavior.

scholarly journals The Academic Portfolio System (APS) Usage Intention of Senior High School Students in Taiwan

2021 ◽  
Vol 13 (15) ◽  
pp. 8394
Author(s):  
Tsen-Yao Chang ◽  
Yu-Chieh Chiu
Keyword(s):  
High School ◽  
High School Students ◽  
Technology Acceptance ◽  
Interface Design ◽  
Positive Impact ◽  
Subjective Norms ◽  
Ease Of Use ◽  
Model Verification ◽  
Equation Modeling ◽  
School Students

Taiwan began to implement a new high school syllabus nationwide, in 2019. The Ministry of Education has also established a high school student Academic Portfolio System (APS) to collect the learning process of high school students for future university admissions references. However, during this period, high school students and their parents had many opinions on the implementation of the new system. There were even groups of students protesting. The main purpose of this research is to explore the factors that affect the system usage intentions of high school students. Based on the theory of reasoned action (TRA) and the technology acceptance model (TAM), this research established a research model. The research variables include system interface design, usefulness, ease of use, attitude, subjective norms, and usage intentions. A total of 712 questionnaires were collected from high school students in northern Taiwan. Data analysis is carried out in three stages: descriptive analysis, measurement model verification, and structural equation modeling. The results of the study found that system interface design has a significant impact on the perceived ease of use. Factors such as ease of use, usefulness, attitude, and subjective norms also have a significant positive impact on usage intention; ease of use and usefulness positively affect attitudes toward using. Finally, according to the results, some practical implications were proposed for implementation references from the perspectives of education authority, high schools, teachers, and students.

After the Blackbird Whistles: Listening to Silence in Classrooms

2010 ◽  
Vol 112 (11) ◽  
pp. 2833-2849 ◽  
Author(s):  
Katherine Schultz
Keyword(s):  
High School ◽  
High School Students ◽  
Classroom Practice ◽  
Literacy Practices ◽  
Longitudinal Research ◽  
Research Question ◽  
Ethnographic Study ◽  
School Students ◽  
Student Talk ◽  
The Individual

Background/Context Students spend a large part of their time in schools in silence. However, teachers tend to spend most of their time attending to student talk. Anthropological and linguistic research has contributed to an understanding of silence in particular communities, offering explanations for students’ silence in school. This research raised questions about the silence of marginalized groups of students in classrooms, highlighting teachers’ role in this silencing and drawing on limited meanings of silence. More recently, research on silence has conceptualized silence as a part of a continuum. Purpose/Objective/Research Question/Focus of Study The purpose of this project was to review existing literature and draw on two longitudinal research studies to understand the functions and uses of silence in everyday classroom practice. I explore the question, How might paying attention to the productivity of student silence and the possibilities it contains add to our understanding of student silence in educational settings? Silence holds multiple meanings for individuals within and across racial, ethnic, and cultural groups. However, in schools, silence is often assigned a limited number of meanings. This article seeks to add to educators’ and researchers’ tools for interpreting classroom silence. Research Design The article is based on two longitudinal qualitative studies. The first was an ethnographic study of the literacy practices of high school students in a multiracial high school on the West Coast. This study was designed with the goal of learning about adolescents’ literacy practices in and out of school during their final year of high school and in their first few years as high school graduates. The second study documents discourses of race and race relations in a postdesegregated middle school. The goal of this 3-year study was to gather the missing student perspectives on their racialized experiences in school during the desegregation time period. Conclusions/Recommendations Understanding the role of silence for the individual and the class as a whole is a complex process that may require new ways of conceptualizing listening. I conclude that an understanding of the meanings of silence through the practice of careful listening and inquiry shifts a teacher's practice and changes a teacher's understanding of students’ participation. I suggest that teachers redefine participation in classrooms to include silence.

scholarly journals School-Based and PRECEDE-PROCEED-Model Intervention to Promote Physical Activity in the High School Students: Case Study of Iran

2016 ◽  
Vol 8 (9) ◽  
pp. 271 ◽  
Author(s):  
Baratali Rezapour ◽  
Firoozeh Mostafavi ◽  
Hamid Reza Khalkhali
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
High Schools ◽  
Positive Impact ◽  
Vigorous Physical Activity ◽  
School Students ◽  
School Based Intervention ◽  
School Based ◽  
Sedentary Life Style

<p><strong>OBJECTIVES:</strong> Students attend sedentary life style and less like vigorous physical activity. This study investigated the effects of School-based intervention<strong> </strong>on increasing physical activity for decreasing obesity among high-school obese and overweight boys, based on the components of PRECEDE PROCEED Model, to participate in median - vigorous physical activity among the first Period of high school boys in the city of Urmia, Iran</p><p><strong>METHODS:</strong> This study was an experimental intervention that conducted at 4 high schools that were divided into 2 groups of intervention (40) and the control (40) male students, schools in junior high schools in Urmia.</p><p><strong>RESULTS:</strong> Three and six months after the intervention, significant differences were found between the experimental and control groups of schools, in the amount of students’ participation in vigorous physical activity (p&lt;0.01).</p><p><strong>CONCLUSIONS:</strong> According to the results, the school-based intervention and components of PRECEDE PROCEED Model had a positive impact on the improvement of physical activity and decrease in physical inactivity among the students.</p>

scholarly journals Do students need more information to leave the beaten paths? The impact of a counseling intervention on high school students’ choice of major

2021 ◽  
Author(s):  
Joachim G. Piepenburg ◽  
Lukas Fervers
Keyword(s):  
High School ◽  
High School Students ◽  
Positive Impact ◽  
Controlled Trial ◽  
Gender Segregation ◽  
School Students ◽  
Counseling Intervention ◽  
Choice Of Major ◽  
Study Programs ◽  
The Impact

AbstractDespite an almost endless list of possible study programs and occupational opportunities, high school students frequently focus on pursuing a small number of well-known study programs. Students also often follow gender-typical paths and restrict their attention to study programs in which the majority of students consists of same-gendered people. This choice pattern has far-reaching consequences, including persistent gender segregation and an undersupply of graduates in emerging sectors of the industry. Building on rational choice and social psychological theory, we argue that this pattern partly occurs due to information deficits that may be altered by counseling interventions. To assess this claim empirically, we evaluated the impact of a counseling intervention on the intended choice of major among high school students in Germany by means of a randomized controlled trial (RCT). We estimate the effect by instrumental variable estimation to account for two-sided non-compliance. Our results show that the intervention has increased the likelihood that participants will consider less well-known or gender-atypical study programs, particularly for high school students with lower starting levels of information. Supplementary analyses confirm that a positive impact on information seems to be one of the relevant causal mechanisms. These results suggest that counseling services have the potential to guide high school students to less gender-typical and well-known majors, possibly reducing gender segregation and smoothing labor market transitions after graduation.

scholarly journals Learning Biology through Research Papers: A Stimulus for Question-Asking by High-School Students

2003 ◽  
Vol 2 (4) ◽  
pp. 266-274 ◽  
Author(s):  
Gilat Brill ◽  
Anat Yarden
Keyword(s):  
High School ◽  
High School Students ◽  
Scientific Inquiry ◽  
Research Question ◽  
Scientific Paper ◽  
Basic Skill ◽  
School Students ◽  
Research Papers ◽  
Question Asking ◽  
Level Of Thinking

Question-asking is a basic skill, required for the development of scientific thinking. However, the way in which science lessons are conducted does not usually stimulate question-asking by students. To make students more familiar with the scientific inquiry process, we developed a curriculum in developmental biology based on research papers suitable for high-school students. Since a scientific paper poses a research question, demonstrates the events that led to the answer, and poses new questions, we attempted to examine the effect of studying through research papers on students' ability to pose questions. Students were asked before, during, and after instruction what they found interesting to know about embryonic development. In addition, we monitored students' questions, which were asked orally during the lessons. Questions were scored according to three categories: properties, comparisons, and causal relationships. We found that before learning through research papers, students tend to ask only questions of the properties category. In contrast, students tend to pose questions that reveal a higher level of thinking and uniqueness during or following instruction with research papers. This change was not observed during or following instruction with a textbook. We suggest that learning through research papers may be one way to provide a stimulus for question-asking by high-school students and results in higher thinking levels and uniqueness.

scholarly journals Vaksin Strategy as Enjoyment Chemical Approach for Senior High School Students

2018 ◽  
Vol 2 (2) ◽  
pp. 125
Author(s):  
Layta Dinira
Keyword(s):  
Waste Water ◽  
High School ◽  
High School Students ◽  
Real World ◽  
Theoretical Study ◽  
Positive Impact ◽  
School Students ◽  
Science Camp ◽  
Learning Interest ◽  
Senior High School Students

<p>Desire to apply knowledge gained in school is the characteristic of high school students. These characteristic actually has been accommodated into 2013 curriculum. However, low interest of high school students to study chemistry was still found. Various learning methods have been developed to improve learning interest in the classroom. The effort to increase students' interest in chemistry can also be done outside the classroom. In this paper will be presented a theoretical study of joyful learning real world chemistry through VAKSIN strategy during school break. The strategy will be given in two ways, through science camps or excursion. Materials to be provided during the science camp are making green chemistry paint, exploration of cat litters, and simulations of waste water purification. Excursion can go into two places, the industry or university. VAKSIN strategy will have positive impact on students, teachers, industries, and universities.</p><p><em> </em></p><p><strong>Keywords</strong>: high school students, joyful learning, real world chemistry, VAKSIN strategy</p>

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