scholarly journals Enhanced 7E Instructional Model towards Enriching Science Inquiry Skills

2021 ◽  
pp. 630-658
Author(s):  
Michael Leonard D. Lubiano ◽  
Marife S. Magpantay
Keyword(s):  
High School ◽  
Science Inquiry ◽  
Senior High School ◽  
Phase Iii ◽  
Instructional Model ◽  
Constructive Learning ◽  
Inquiry Skills ◽  
Science Technology ◽  
Inquiry Skill ◽  
And Mathematics

This study enhanced the 7E instructional model towards enriching the science inquiry skills of senior high school learners in General Chemistry 1. A total of 136 Grade 12 learners enrolled in the Science, Technology, Engineering, and Mathematics (STEM) strand participated in the study. The study was composed of three phases. In Phase I, the generated themes nature of topics, learning environment, learner-related and teacher-related issues were found to be the causes of difficulty in science inquiry skill enrichment. The learners’ meaningful learning experiences during the process were encapsulated in Phase II. Finally, Phase III used the generated themes in the enhancement of 7E instructional model promoting inquiry-based and constructive learning among senior high school learners.

scholarly journals Reading Performance of Science, Technology, Engineering and Mathematics (STEM) Students

2017 ◽  
Vol 5 (3) ◽  
pp. 47-58
Author(s):  
Jerryk Comawas Alico
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Junior High School ◽  
Senior High School ◽  
Science Technology ◽  
Significant Difference ◽  
And Mathematics ◽  
Comprehension Tests ◽  
Reading Comprehension Tests

This causal-comparative research investigated whether reading comprehension performance differs if students read two different texts one that is related to their chosen field of study while the other is not. It also took interest in determining the influence of demographic and academic profile information on reading comprehension. Thirty students enrolled in the Science, Technology, Engineering and Mathematics (STEM) Strand of the Mindanao State University-Marawi Senior High School took two sets of reading comprehension tests for four times. The first set used texts whose topics are related to STEM while the second set used texts whose topics are taken from other fields of study like social sciences and economics. Findings revealed that in all four sessions of reading comprehension tests, there was a consistent significant difference between the performances of students in STEM-related and STEM-unrelated texts. Specifically, students performed better in test sets that used STEM-related texts. Moreover, there was no difference in the students’ performance when they were classified according to their gender and age. Interestingly, the curriculum they undertook in junior high school mattered in their reading comprehension performance on STEM-unrelated texts, which showed that students who were trained in science high schools performed better than other students did. These findings forward significant pedagogical implications for the effective teaching of English as well as other subject areas to Senior High School students with respect to instructional and reading materials used.

scholarly journals Ninth‐grade students' perceptions of the factors that led them to major in high school science, technology, engineering, and mathematics disciplines

2019 ◽  
Vol 103 (5) ◽  
pp. 1176-1205 ◽  
Author(s):  
Avner Caspi ◽  
Paul Gorsky ◽  
Rakefet Nitzani‐Hendel ◽  
Zacharias Zacharia ◽  
Sherman Rosenfeld ◽  
...  
Keyword(s):  
High School ◽  
School Science ◽  
Ninth Grade ◽  
High School Science ◽  
Science Technology ◽  
And Mathematics ◽  
Ninth Grade Students

scholarly journals Bioinformatics Education in High School: Implications for Promoting Science, Technology, Engineering, and Mathematics Careers

2013 ◽  
Vol 12 (3) ◽  
pp. 441-459 ◽  
Author(s):  
Dina N. Kovarik ◽  
Davis G. Patterson ◽  
Carolyn Cohen ◽  
Elizabeth A. Sanders ◽  
Karen A. Peterson ◽  
...  
Keyword(s):  
High School ◽  
Self Efficacy ◽  
Genetic Research ◽  
Lessons Learned ◽  
Student Interest ◽  
Stem Careers ◽  
Career Information ◽  
Science Technology ◽  
Teachers And Students ◽  
And Mathematics

We investigated the effects of our Bio-ITEST teacher professional development model and bioinformatics curricula on cognitive traits (awareness, engagement, self-efficacy, and relevance) in high school teachers and students that are known to accompany a developing interest in science, technology, engineering, and mathematics (STEM) careers. The program included best practices in adult education and diverse resources to empower teachers to integrate STEM career information into their classrooms. The introductory unit, Using Bioinformatics: Genetic Testing, uses bioinformatics to teach basic concepts in genetics and molecular biology, and the advanced unit, Using Bioinformatics: Genetic Research, utilizes bioinformatics to study evolution and support student research with DNA barcoding. Pre–post surveys demonstrated significant growth (n = 24) among teachers in their preparation to teach the curricula and infuse career awareness into their classes, and these gains were sustained through the end of the academic year. Introductory unit students (n = 289) showed significant gains in awareness, relevance, and self-efficacy. While these students did not show significant gains in engagement, advanced unit students (n = 41) showed gains in all four cognitive areas. Lessons learned during Bio-ITEST are explored in the context of recommendations for other programs that wish to increase student interest in STEM careers.

Supporting the STEM Pipeline: Linking Applied STEM Course-Taking in High School to Declaring a STEM Major in College

2016 ◽  
Vol 11 (2) ◽  
pp. 177-202 ◽  
Author(s):  
Michael A. Gottfried ◽  
Robert Bozick
Keyword(s):  
High School ◽  
College Major ◽  
Major Choice ◽  
Longitudinal Survey ◽  
College Major Choice ◽  
Science Technology ◽  
Stem Pipeline ◽  
Stem Major ◽  
And Mathematics ◽  
Scientific Fields

Recently, through the support from the Obama administration, the traditional STEM curricula (science, technology, engineering, and mathematics) in high schools are being updated with integrated, applied STEM courses (e.g., technology and engineering) in order to enhance the “real world” applicability of scientific fields and ultimately to strengthen the link between what students learn in high school and college major choice. Using longitudinal survey and transcript data, this study examines whether taking these applied STEM courses in high school can predict higher odds of declaring a STEM major in college. The findings reveal that taking applied STEM courses in high school is associated with a higher probability of declaring a STEM college major for four-year students. Moreover, applied STEM course-taking is highly predictive of declaring an applied STEM major. Implications are discussed.

Sign in / Sign up

Export Citation Format

Share Document