scholarly journals “Sickle cell anemia: tracking down a mutation”: an interactive learning laboratory that communicates basic principles of genetics and cellular biology

2016 ◽  
Vol 40 (1) ◽  
pp. 110-115 ◽  
Author(s):  
Kevin Jarrett ◽  
Mary Williams ◽  
Spencer Horn ◽  
David Radford ◽  
J. Michael Wyss
Keyword(s):  
High School Students ◽  
Sickle Cell ◽  
Sickle Cell Anemia ◽  
Classroom Teacher ◽  
Learning Experience ◽  
Low Cost ◽  
Science Museum ◽  
School Students ◽  
Optimal Learning ◽  
Cell Mutation

“Sickle cell anemia: tracking down a mutation” is a full-day, inquiry-based, biology experience for high school students enrolled in genetics or advanced biology courses. In the experience, students use restriction endonuclease digestion, cellulose acetate gel electrophoresis, and microscopy to discover which of three putative patients have the sickle cell genotype/phenotype using DNA and blood samples from wild-type and transgenic mice that carry a sickle cell mutation. The inquiry-based, problem-solving approach facilitates the students' understanding of the basic concepts of genetics and cellular and molecular biology and provides experience with contemporary tools of biotechnology. It also leads to students' appreciation of the causes and consequences of this genetic disease, which is relatively common in individuals of African descent, and increases their understanding of the first principles of genetics. This protocol provides optimal learning when led by well-trained facilitators (including the classroom teacher) and carried out in small groups (6:1 student-to-teacher ratio). This high-quality experience can be offered to a large number of students at a relatively low cost, and it is especially effective in collaboration with a local science museum and/or university. Over the past 15 yr, >12,000 students have completed this inquiry-based learning experience and demonstrated a consistent, substantial increase in their understanding of the disease and genetics in general.

The Iterative Development and Testing of an Interactive Mobile Application for Skill Retention of Cardiopulmonary Resuscitation Among High School Students: A Pilot Study

2021 ◽  
pp. 104687812110326
Author(s):  
Adeel Arif ◽  
Amber Arif ◽  
Kimberly Anne Fasciglione ◽  
Farrukh Nadeem Jafri
Keyword(s):  
High School ◽  
High School Students ◽  
Cardiopulmonary Resuscitation ◽  
Mobile Apps ◽  
Low Cost ◽  
Survival Rates ◽  
Compression Rate ◽  
School Students ◽  
Skill Retention ◽  
Before And After

Abstract: Background Locations concentrated with High School (HS) students tend to have lower out-of-hospital cardiac arrest (OHCA) survival rates. Mobile applications (apps) have the capability to augment cardiopulmonary resuscitation (CPR) skill retention as a low-cost, accessible training method. Methods An iterative process to develop an app to reinforce CPR skills emphasizing hand placement, compression rate, real-time feedback, and recurring tips is described. The app was tested on HS students to measure its impact on quality and comfort of CPR using Likert surveys and skills assessments before and after one month of usage. CPR Score and compression rate were measured using the Laerdal™ Little Anne Manikin QCPR software. Results Fourteen HS students participated in a prospective observational study. It was found that the use of the developed app was associated with improved CPR performance (80.43% v. 87.86%, p=0.01-0.02, 95% CI=2.20-12.66) after one month. Additionally, improvements were demonstrated in compression rate accuracy (21.43% v. 64.29%, p=0.041, 95% CI=0.132-0.725), increased comfort performing CPR (3.86 v. 4.79, p<0.001, 95% CI =0.99-1.00) and comfort performing CPR on strangers (2.71 v. 4.42, p<0.001, 95% CI=1.24-2.19). In addition, for every time the app was used, CPR performance increased by 0.5668% (p=0.0182). Conclusion Findings suggest that mobile apps may have promising implications as augmentative tools for CPR curriculums.

Boosting high school students' learning experience from a block-implemented Internet of Things experimentation

2021 ◽  
Author(s):  
Hellan Dellamycow Gomes Viana ◽  
Pericles de Lima Sobreira ◽  
Levy Marlon Souza Santiago ◽  
Jauberth Weyll Abijaude ◽  
Karim El Guemhioui ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Internet Of Things ◽  
Learning Experience ◽  
School Students

Abstract 17385: CPR Education in High-need Schools to Increase Student Knowledge and Comfort Performing CPR

Circulation ◽  
2015 ◽  
Vol 132 (suppl_3) ◽  
Author(s):  
Debra Heard ◽  
Comilla Sasson
Keyword(s):  
Low Income ◽  
Classroom Teacher ◽  
Low Cost ◽  
The United States ◽  
Training Data ◽  
Paired Data ◽  
School Students ◽  
Chi Square ◽  
Bystander Cpr ◽  
Cpr Training

Introduction: Low-income neighborhoods are important targets for CPR trainings as they typically have high incidence of out-of-hospital cardiac arrest and low prevalence of bystander CPR. Training middle school students in these neighborhoods is a novel intervention to increase CPR awareness. Objective: Conduct a school-based CPR intervention using classroom teachers as facilitators at 1131 middle schools across the United States with a high proportion of students from lower-income families. Methods: Population: 1131 public middle and high schools in 34 states (including the District of Columbia) were selected for the 2014-2015 school year to participate based on close proximity to sponsor’s U.S. store locations and 50% or more student eligibility for free or reduced-price lunch. Intervention: Participants completed a pre-test survey to assess baseline knowledge of CPR and comfort performing CPR. A classroom Hands-Only CPR training lasting one class period was conducted with the CPR in Schools Training Kit™, which includes an educational DVD, 10 manikins and resources for any classroom teacher to conduct trainings. Participants then completed post-training knowledge and comfort survey. McNemar’s tests on paired data and chi square and t-tests on aggregated unpaired data were conducted to assess for differences in CPR knowledge and comfort performing CPR pre- and post-training. Results: Training data were returned by 563 (49.8%) participating schools training a total of 150,409 students in Hands-Only CPR. Using a sample of returned data, the mean number of questions answered correctly on CPR knowledge increased from 2.5 to 4.2 (out of 5). The majority of participants (75.8%) felt comfortable performing Hands-Only CPR after the intervention. Conclusion: A total of 150,409 students from 563 schools were trained in Hands-Only CPR (average 267 students/CPR in Schools Training Kit). At $625 per CPR in Schools Training Kit (with 10 manikins and materials), training cost $4.70 for each student trained. Participants demonstrated increased knowledge of and comfort performing CPR. The CPR in Schools Training Kit is a low cost and promising method for increasing bystander CPR awareness in the student population in low-income neighborhoods.

Strategies to Teach Game Development Across Age Groups

2011 ◽  
Vol 3 (2) ◽  
pp. 28-43
Author(s):  
Lakshmi Prayaga ◽  
James W. Coffey ◽  
Karen Rasmussen
Keyword(s):  
High School Students ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Age Groups ◽  
Development Projects ◽  
College Level ◽  
School Students ◽  
Game Development ◽  
Learning Tasks ◽  
Age Related

The process of game development can be used as a highly motivating learning experience geared to the teaching and learning of a variety of skills in students of varying ages. This article presents a description of a conceptual framework for teaching and learning based on game creation, including pedagogical foundations, a model of instruction for game development, age-related issues relative to learning tasks, and the basic aspects of game development. The authors compare the expectations for types of concepts and technologies employed with middle and high school students versus those employed with college-level students in game development. Projects that illustrate these differences are then presented, and the article closes with a summary and conclusions.

scholarly journals Interactive online physics labs increase high school students’ interest

2016 ◽  
Vol 6 (3) ◽  
pp. 166 ◽  
Author(s):  
Patrick Gryczka ◽  
Edward Klementowicz ◽  
Chappel Sharrock ◽  
Jin Montclare
Keyword(s):  
High School ◽  
High School Students ◽  
Circuit Design ◽  
Conceptual Understanding ◽  
Classroom Teacher ◽  
Outreach Program ◽  
School Students ◽  
Web Based ◽  
High School Classroom ◽  
Physics Labs

Here we describe the incorporation of a web-based application focusing on circuits for the physics high school classroom as part of an outreach program. The program involves college mentors creating and implementing science lessons in collaboration with the classroom teacher. Focusing on the challenge of understanding circuit design, a technology rich module is employed to improve learning and motivation of the students. The students’ conceptual understanding as well as interest in circuits was increased, the college mentors earned valuable teaching and mentoring experience and the teacher enjoyed more one-on-one time as well as assistance with students.

Producing Curved Surfaces in the Octahedron: Enrichment for Junior High School Students

1986 ◽  
Vol 34 (3) ◽  
pp. 30-33
Author(s):  
Victoria Pohl
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Learning Experience ◽  
Junior High School Students ◽  
Curved Surfaces ◽  
Geometric Constructions ◽  
School Students ◽  
Geometric Concepts

String art on an octahedron provides a viable way to teach and illustrate geometric concepts to junior high school students. This learning experience also furnihes an opportunity to correlate mathematics and art. Furthermore, artistic geometric constructions often stimulate junior high school students, particularly those who do not fare well in other areas of mathematics. After completing the following construction, students and teache rs should agree that learning can be fun.

Sharing Teaching Ideas: Bringing Pythagoras to Life

1995 ◽  
Vol 88 (9) ◽  
pp. 744-747
Author(s):  
Donna Ericksen ◽  
John Stasiuk ◽  
Martha Frank
Keyword(s):  
High School ◽  
High School Students ◽  
Classroom Teacher ◽  
Pythagorean Theorem ◽  
School Students ◽  
Geometric Figures ◽  
Experience Teaching ◽  
High School Classroom ◽  
The University ◽  
Teaching Ideas

The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) states that “[o]ne of the most important properties in geometry, the Pythagorean theorem, is introduced in the middle grades” (p. 113). Although the Standards document assigns much prominence to the Pythagorean theorem, our experience teaching at the university level has revealed that students know the theorem by name and can recite a2 + b2 = c2 but that they often cannot handle even simple computations using the formula. Students' experience with the Pythagorean theorem in high school needs to be broadened by their continually using the standard formula as well as applying the formula to geometric figures and special right triangles-in particular, the 30°-60°-90° and the 45°-45°-90° right triangles. The following game was developed to afford high school students more opportunity for practicing the formula in an engaging way. This game was created by the second author of the article, a high school classroom teacher, while he was a student in a class taught by another of the authors.

scholarly journals Using Local Research as a Phenomenon in the Classroom

2020 ◽  
Vol 82 (9) ◽  
pp. 614-618
Author(s):  
Lily Apedaile
Keyword(s):  
Science Education ◽  
High School Students ◽  
Real World ◽  
Model Building ◽  
Learning Experience ◽  
Natural World ◽  
School Students ◽  
Research Project ◽  
K 12 ◽  
Local Research

Model-based inquiry, inquiry-based learning, and phenomenon are all popular terms in K–12 science education right now. Science education in our public education system is rapidly changing due to the implementation of the Next Generation Science Standards (NGSS). These standards ask teachers to move away from direct instruction to having students develop their understanding of the natural world through guided-learning activities. Under NGSS, students are expected to develop this understanding through one of the main scientific practices, model building, which requires a complex, real-world phenomenon to drive the learning experience. Phenomena work best in the classroom when they apply to students’ lives and pique their interest. Finding such phenomena can be hard – especially finding ones that have not already been thoroughly explained on the internet. A great way to find a complex, real-world phenomenon that will interest students is to partner with a local research lab to bring part of their research project into the classroom. This article lays out a process for bringing a local research project into the classroom and designing NGSS-aligned curricula around this project to create a more authentic learning experience for high school students.

scholarly journals 24. Developing an Educational Technology Group for Pre-Service Teachers

2012 ◽  
Vol 5 ◽  
pp. 137
Author(s):  
Jay Wilson
Keyword(s):  
High School Students ◽  
First Nations ◽  
Teacher Candidates ◽  
Learning Experience ◽  
College Of Education ◽  
Cultural Backgrounds ◽  
School Students ◽  
Local Schools ◽  
Technology Group ◽  
The University

The College of Education Technology Group is a pilot program that supports teacher candidates in developing an understanding of the integration of technology. By engaging teacher candidates with local schools the program is enhancing technology-based learning in the classroom for high school students, especially those from First Nations and other cultural backgrounds. This innovative program is based on the key goals of the College of Education and the Learning Charter of the University of Saskatchewan. This paper will share an overview of the first two years of the pilot and what has been learned about the application of technology to provide an enhanced learning experience for teacher candidates.

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