Correlation in High-School Science Courses

1919 ◽  
Vol 27 (1) ◽  
pp. 1-12
Author(s):  
W. E. Andrews
Keyword(s):  
High School ◽  
School Science ◽  
High School Science ◽  
Science Courses

High School Science Courses Do Make a Difference

1981 ◽  
Vol 81 (6) ◽  
pp. 502-506 ◽  
Author(s):  
Dorothy L. Gabel ◽  
Robert D. Sherwood
Keyword(s):  
High School ◽  
School Science ◽  
High School Science ◽  
Science Courses

scholarly journals Impact of Virtual Reality on Student Motivation in a High School Science Course

2021 ◽  
Vol 11 (20) ◽  
pp. 9516
Author(s):  
Hugo Ariel Santos Garduño ◽  
Martha Idalia Esparza Martínez ◽  
May Portuguez Castro
Keyword(s):  
High School ◽  
Virtual Reality ◽  
High School Students ◽  
Environmental Factors ◽  
Student Motivation ◽  
School Science ◽  
High School Science ◽  
School Students ◽  
Science Courses ◽  
Intention To Continue

It is essential to expose students to real situations in science courses, to experience how classroom concepts are reflected in the real world. However, the materials and methods available are not always very adequate; for example, chemistry courses involve the supervision of reagents to avoid risky situations, in addition to the costs, logistics of preparing materials, and possible adverse environmental factors. As an alternative solution, the following experience was carried out using virtual reality (VR) equipment, with very realistic applications that allowed 304 fourth semester high school students to have an immersive, interactive, and contextualized experience of the disciplinary contents. The students were asked about their perception regarding the motivation and acceptance of the use of virtual reality. The results were 72% positive for attention, 61% positive for relevance, 64% positive for trust, and 71% positive for satisfaction. Also, they mentioned their intention to continue using this resource and create lines of research to study the different aspects that could form a disciplinary proposal for an entire course based on virtual reality.

scholarly journals An Inquiry-Based Investigation of Bacterial Soft Rot of Potato

2018 ◽  
Vol 80 (8) ◽  
pp. 594-599
Author(s):  
R. Louis Hirsch ◽  
Seth Miller ◽  
Dennis Halterman
Keyword(s):  
High School ◽  
Middle School ◽  
Environmental Variables ◽  
Soft Rot ◽  
School Science ◽  
High School Science ◽  
Bacterial Soft Rot ◽  
Potato Disease ◽  
Science Courses ◽  
The Impact

Inquiry-based investigations of diseases are often difficult to safely undertake in middle school or high school science courses. However, by utilizing potatoes as a mammalian analogue, important groups of pathogens can be investigated with common materials available from the local supermarket. This article provides information to guide the exploration of factors underlying the development of the potato disease bacterial soft rot, caused by Pectobacterium caratovorum, and allows students the freedom to develop and test their own hypotheses regarding the development of symptoms, the spread of pathogens, and the impact of host and environmental variables on the progress of disease.

Depth versus breadth: How content coverage in high school science courses relates to later success in college science coursework

2008 ◽  
Vol 93 (5) ◽  
pp. 798-826 ◽  
Author(s):  
Marc S. Schwartz ◽  
Philip M. Sadler ◽  
Gerhard Sonnert ◽  
Robert H. Tai
Keyword(s):  
High School ◽  
School Science ◽  
High School Science ◽  
Science Courses ◽  
College Science ◽  
Content Coverage
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