Effects of Implementing STEM-I Project-Based Learning Activities for Female High School Students

2014 ◽  
Vol 12 (1) ◽  
pp. 52-73 ◽  
Author(s):  
Shi-Jer Lou ◽  
Huei-Yin Tsai ◽  
Kuo-Hung Tseng ◽  
Ru-Chu Shih
Keyword(s):  
High School ◽  
High School Students ◽  
Knowledge Integration ◽  
Project Based Learning ◽  
Learning Activities ◽  
Focus Group Interviews ◽  
School Students ◽  
Future Studies ◽  
Female High School ◽  
Group Interviews

This study aims to explore the application of STEM-I (STEM-Imagination) project-based learning activities and its effects on the effectiveness, processes, and characteristics of STEM integrative knowledge learning and imagination development for female high school students. A total of 72 female high school students were divided into 18 teams. Students were provided with a place to discuss, share, and integrate learning activities. A questionnaire and focus group interviews were conducted for data collection. The results show that STEM-I project-based learning activities can promote the development of diverse abilities and effectively expand STEM knowledge integration and learning for female high school students as well as enhance their imagination in the project-based activities. Additionally, the STEM-I instructional model with the process of initiation, development, expression, alternative, and links (IDEAL) is confirmed. Finally, some suggestions are proposed for future studies on STEM education and imagination integrative instruction.

Effects of Implementing STEM-I Project-Based Learning Activities for Female High School Students

2015 ◽  
pp. 1062-1082
Author(s):  
Shi-Jer Lou ◽  
Huei-Yin Tsai ◽  
Kuo-Hung Tseng ◽  
Ru-Chu Shih
Keyword(s):  
High School ◽  
High School Students ◽  
Knowledge Integration ◽  
Project Based Learning ◽  
Learning Activities ◽  
Instructional Model ◽  
Focus Group Interviews ◽  
School Students ◽  
Female High School ◽  
Group Interviews

This study aims to explore the application of STEM-I (STEM-Imagination) project-based learning activities and its effects on the effectiveness, processes, and characteristics of STEM integrative knowledge learning and imagination development for female high school students. A total of 72 female high school students were divided into 18 teams. Students were provided with a place to discuss, share, and integrate learning activities. A questionnaire and focus group interviews were conducted for data collection. The results show that STEM-I project-based learning activities can promote the development of diverse abilities and effectively expand STEM knowledge integration and learning for female high school students as well as enhance their imagination in the project-based activities. Additionally, the STEM-I instructional model with the process of initiation, development, expression, alternative, and links (IDEAL) is confirmed. Finally, some suggestions are proposed for future studies on STEM education and imagination integrative instruction.

Girls Opting in to Senior Elective Physical Education

2014 ◽  
Vol 22 (2) ◽  
pp. 113-119 ◽  
Author(s):  
Sandra L. Gibbons ◽  
Viviene A. Temple ◽  
Louise Humbert
Keyword(s):  
High School ◽  
High School Students ◽  
Physical Education ◽  
Focus Group Interviews ◽  
School Students ◽  
Individual Interviews ◽  
Flexible Planning ◽  
Group Interviews ◽  
Education Courses ◽  
Insight Into

It is well documented that many young women become discontented with physical education in their high school years. The purpose of this investigation was to gain insight into the characteristics of nine senior elective physical education courses that were specifically designed to accommodate the needs and interests of female students. Data collection methods included focus group interviews with students; individual interviews with teachers; and analysis of course documents. The following themes are presented: (a) choice in what to learn and how to learn it; (b) all-female learning environment; (c) lifetime physical activities; (d) personalized assessment; and (e) responsive and flexible planning. Findings offer considerations for the development of physical education curricula that will gain and hold the interest of female high school students.

scholarly journals Exploring Possibilities of Project Work to Transfer Pedagogy: Cases of Community High Schools in Nepal

2020 ◽  
Vol 12 (10) ◽  
pp. 60
Author(s):  
Kamal Prasad Acharya ◽  
Milan Acharya ◽  
Pitambar Acharya ◽  
Kalpana Gywali
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Project Based Learning ◽  
Learning Activities ◽  
Project Work ◽  
School Students ◽  
Head Teachers ◽  
Learning Competencies ◽  
Teaching Learning

This paper discusses the possibilities of student-centered and project-based learning in science, health and population subjects of community high school students in Nepal. Besides, it deals with how high school students meaningfully engaged in participatory activities and consequently acknowledge the necessity for creative and active teaching learning activities. Despite various contextual realities and identities, the study explored few contextually appropriate project methods to transform teaching learning activities in science, health and population subjects in the community high schools. The qualitative method was applied in this research. Data/information was collected from classroom observation, in-depth interviews and informal conversations. The data from all the sources were analyzed by content-thematic and conversation analysis keeping in minds to explore the possibilities of project work of learning. The study found that students’ engagement in project activities as a part of study science, health and population subjects are positive and targeted towards learning competencies. Nevertheless, to apply this method, school head teachers, teachers and local authority related to education need to play vital roles for the effective implementation of project works in the community high schools in Nepal.

scholarly journals Students’ Perceptions of Two Spelling Techniques: Copy, Cover, and Compare and Flip Folder

2020 ◽  
Vol 13 (7) ◽  
pp. 67
Author(s):  
Saad Althobaiti
Keyword(s):  
High School ◽  
High School Students ◽  
Focus Group ◽  
Focus Group Interviews ◽  
School Students ◽  
Learning Achievement ◽  
Student Responses ◽  
Spelling Instruction ◽  
Word Spelling ◽  
Group Interviews

This interpretivist research aimed at exploring students’ opinions regarding two spelling instruction techniques, Copy, Cover, and Compare (CCC) and Flip Folder. Twenty high school students who previously received spelling instruction using one of these two techniques participated in semi-structured focus group interviews to give their opinions about each technique. They were divided into three groups for which three questions were asked to collect feedback about each technique. Student responses varied and included suggestions for improvements to these techniques: introducing a revision plan to memorize the learned words, creating word spelling lists, increasing the repetition of words, and taking a weekly test to assess their learning achievement.

scholarly journals Using Mobile Devices to Deliver Lifestyle Interventions Targeting At-Risk High School Students: Protocol for a Participatory Design Study (Preprint)

2019 ◽  
Author(s):  
Ulrika Müssener ◽  
Marie Löf ◽  
Preben Bendtsen ◽  
Marcus Bendtsen
Keyword(s):  
High School ◽  
At Risk ◽  
High School Students ◽  
Mobile Phones ◽  
Participatory Design ◽  
Focus Group Interviews ◽  
School Students ◽  
Lifestyle Behavior ◽  
Usability Tests ◽  
Group Interviews

BACKGROUND Unhealthy lifestyle behaviors such as insufficient physical activity, unhealthy diet, smoking, and harmful use of alcohol tend to cluster (ie, individuals may be at risk from more than one lifestyle behavior that can be established in early childhood and adolescence and track into adulthood). Previous research has underlined the potential of lifestyle interventions delivered via mobile phones. However, there is a need for deepened knowledge on how to design mobile health (mHealth) interventions taking end user views into consideration in order to optimize the overall usability of such interventions. Adolescents are early adopters of technology and frequent users of mobile phones, yet research on interventions that use mobile devices to deliver multiple lifestyle behavior changes targeting at-risk high school students is lacking. OBJECTIVE This protocol describes a participatory design study with the aim of developing an mHealth lifestyle behavior intervention to promote healthy lifestyles among high school students. METHODS Through an iterative process using participatory design, user requirements are investigated in terms of technical features and content. The procedures around the design and development of the intervention, including heuristic evaluations, focus group interviews, and usability tests, are described. RESULTS Recruitment started in May 2019. Data collection, analysis, and scientific reporting from heuristic evaluations and usability tests are expected to be completed in November 2019. Focus group interviews were being undertaken with high school students from October through December, and full results are expected to be published in Spring 2020. A planned clinical trial will commence in Summer 2020. The study was funded by a grant from the Swedish Research Council for Health, Working Life, and Welfare. CONCLUSIONS The study is expected to add knowledge on how to design an mHealth intervention taking end users’ views into consideration in order to develop a novel, evidence-based, low-cost, and scalable intervention that high school students want to use in order to achieve a healthier lifestyle.

scholarly journals Beyond High Stakes Testing: Rural High School Students and Their Yearbooks

2015 ◽  
Author(s):  
Lynn Hoffman
Keyword(s):  
High School ◽  
High School Students ◽  
Rites Of Passage ◽  
High Stakes Testing ◽  
School Program ◽  
Focus Group Interviews ◽  
School Students ◽  
High Stakes ◽  
Rural High Schools ◽  
Group Interviews

I conducted surveys, focus group interviews, and analyzed the yearbooks of fifty four yearbook students from five rural high schools to investigate students process of yearbook construction and to determine what was meaningful and memorable to them throughout their high school experience. Changs (1992) construct of an adolescent ethos, including the elements of getting along with everyone, being involved, and being independent, provided a conceptual framework, and was affirmed by students responses. References to rites of passage and intensification embedded in the high school program as described by Burnett (1969) confirmed these students perceptions of high school as a four year passage experience.

scholarly journals Assessing High School Students’ Cost Concerns About Pursuing STEM: “Is It Worth It?”

2018 ◽  
Vol 41 (1) ◽  
pp. 29-41
Author(s):  
Sei Jin Ko ◽  
David M. Marx
Keyword(s):  
High School ◽  
High School Students ◽  
Ethnic Minorities ◽  
Past Research ◽  
Three Dimensions ◽  
Focus Group Interviews ◽  
School Students ◽  
Science Technology ◽  
Group Interviews ◽  
And Mathematics

Women and ethnic minorities (e.g., Latinos) continue to be underrepresented in science, technology, engineering, and mathematics (STEM). In an attempt to understand why these STEM minorities are underrepresented, we explored high school students’ cost perceptions about pursuing STEM in college. Past research has grouped cost into three dimensions: effort, loss of valued alternatives (LoVA), and emotional. Focus group interviews with Latino high school students confirmed the three cost dimensions, but there were some cultural sources of cost unique to our sample. Consequently, we modified and refined existing cost items to create a STEM-specific and culturally contextualized cost scale. We utilized our scale to examine how high school students at the intersection of gender, ethnicity, and math identification differ in cost perceptions. Results showed that high, compared with low, math-identified students had lower effort and LoVA costs. Among high math-identified students, we also found that STEM ethnic minorities had lower emotional cost than STEM ethnic majorities.

scholarly journals Using Mobile Devices to Deliver Lifestyle Interventions Targeting At-Risk High School Students: Protocol for a Participatory Design Study

10.2196/14588 ◽  
2020 ◽  
Vol 9 (1) ◽  
pp. e14588 ◽  
Author(s):  
Ulrika Müssener ◽  
Marie Löf ◽  
Preben Bendtsen ◽  
Marcus Bendtsen
Keyword(s):  
High School ◽  
At Risk ◽  
High School Students ◽  
Mobile Phones ◽  
Participatory Design ◽  
Focus Group Interviews ◽  
School Students ◽  
Lifestyle Behavior ◽  
Usability Tests ◽  
Group Interviews

Background Unhealthy lifestyle behaviors such as insufficient physical activity, unhealthy diet, smoking, and harmful use of alcohol tend to cluster (ie, individuals may be at risk from more than one lifestyle behavior that can be established in early childhood and adolescence and track into adulthood). Previous research has underlined the potential of lifestyle interventions delivered via mobile phones. However, there is a need for deepened knowledge on how to design mobile health (mHealth) interventions taking end user views into consideration in order to optimize the overall usability of such interventions. Adolescents are early adopters of technology and frequent users of mobile phones, yet research on interventions that use mobile devices to deliver multiple lifestyle behavior changes targeting at-risk high school students is lacking. Objective This protocol describes a participatory design study with the aim of developing an mHealth lifestyle behavior intervention to promote healthy lifestyles among high school students. Methods Through an iterative process using participatory design, user requirements are investigated in terms of technical features and content. The procedures around the design and development of the intervention, including heuristic evaluations, focus group interviews, and usability tests, are described. Results Recruitment started in May 2019. Data collection, analysis, and scientific reporting from heuristic evaluations and usability tests are expected to be completed in November 2019. Focus group interviews were being undertaken with high school students from October through December, and full results are expected to be published in Spring 2020. A planned clinical trial will commence in Summer 2020. The study was funded by a grant from the Swedish Research Council for Health, Working Life, and Welfare. Conclusions The study is expected to add knowledge on how to design an mHealth intervention taking end users’ views into consideration in order to develop a novel, evidence-based, low-cost, and scalable intervention that high school students want to use in order to achieve a healthier lifestyle. International Registered Report Identifier (IRRID) DERR1-10.2196/14588

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