Pioneering Mars

2014 ◽  
Vol 76 (5) ◽  
pp. 300-305
Author(s):  
Julie Cwikla ◽  
Scott Milroy ◽  
David Reider ◽  
Tara Skelton
Keyword(s):  
High School ◽  
High School Students ◽  
Science Teachers ◽  
Stem Education ◽  
Mathematics Learning ◽  
Space Station ◽  
The United States ◽  
Project Based Learning ◽  
High School Science ◽  
School Students

Pioneering Mars: Turning the Red Planet Green with the Earth’s Smallest Settlers (http://pioneeringmars.org) provides a partnership model for STEM (science, technology, engineering, and mathematics) learning that brings university scientists together with high school students to investigate whether cyanobacteria from Antarctica could survive on Mars. Funded by NASA, and aligned with the Next Generation Science Standards, this work engages high school students in every aspect of the scientific method, culminating with students designing and implementing experiments in a university lab – experiments that will be replicated on board the International Space Station. Beyond the potential scientific breakthroughs it may produce, Pioneering Mars provides a STEM education model for project-based learning using university and school partnerships. Our team consists of a university marine science professor, a STEM education researcher, four high school science teachers, and 85 high-achieving students. The model can easily transfer to leaders and learners across the United States who will be able to replicate and extend this effort in their own educational settings.

scholarly journals An integrated approach to teaching and learning nanotechnology: the Omni Nano model

2020 ◽  
Vol 13 (1) ◽  
pp. 141-145
Author(s):  
Marco Curreli ◽  
Sladjana Sandy Rakich
Keyword(s):  
High School ◽  
High School Students ◽  
Science Teachers ◽  
Student Development ◽  
Teaching And Learning ◽  
Integrated Approach ◽  
School Science ◽  
High School Science ◽  
School Students ◽  
Content Type

PurposeThe purpose of this commentary is to describe how Omni Nano has designed and implemented a model for teaching Nanotechnology to high school students.Design/methodology/approachThis commentary describes the Omni Nano program and the approach taken to support high school science teachers to include Nanotechnology education in their STEM programs.FindingsThe program findings are determined from qualitative teacher and student program surveys and informal interviews. The strong positive comments indicate that Omni Nano is successful at sparking students’ interest in nanotechnology and teaching nanotechnology concepts effectively.Practical implicationsThe Omni Nano model demonstrates how complex STEM topics such as Nanotechnology can be designed and implemented effectively to promote student learning.Originality/valueAs the field of nanotechnology continues to evolve, high schools will need to provide additional coursework to scaffold student development and meet the demand for nanotech careers. Omni Nano has developed the first nanotechnology curriculum for high school students.

scholarly journals PROJECT-BASED MATHEMATICS LEARNING: FRUIT SALAD RECIPES IN JUNIOR HIGH SCHOOL

2021 ◽  
Vol 12 (1) ◽  
pp. 181-198
Author(s):  
Poppy Trianti Rahayu ◽  
Ratu Ilma Indra Putri
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Mathematics Learning ◽  
Project Based Learning ◽  
Learning Trajectory ◽  
Research Subjects ◽  
School Students ◽  
Data Presentation

Mathematics learning is associated with 21st-century skills such as communication, collaboration, critical thinking in problem-solving, creativity, and innovation. To help students obtain these skills, a learning project was developed through Pendidikan Matematika Realistik Indonesia (PMRI) approach by using fruit salad recipes and collaborative learning based on the Lesson Study for Learning Community (LSLC) system. The primary purpose of this study was to develop fruit salad recipes to assist junior high school students in solving problems using mean, social arithmetic, and data presentation. It employed design research type validation studies using photos, fruit salad products, and document reviews as data collection techniques. The research subjects were 27 students of grade 8 from a junior high school in Palembang. This study resulted in a learning trajectory consisting of two activities and post-test questions. In the first activity, the students can analyze and solve problems in planning fruit salad recipes with material averaging, social arithmetic, and data presentation. In the second activity, the students can make fruit salads and write recipes based on skills to make fruit salad products. The results of this study demonstrate that in project-based learning through PMRI with the context of fruit salad recipes and the LSLC system, students can learn collaboratively. The learning helps them solve problems by using average material, social arithmetic, and data presentation in developing fruit salad recipes.

Telling Cases That Inform an Understanding of Factors Impacting the Development of Inventors From Diverse Backgrounds

2020 ◽  
Vol 21 (2) ◽  
pp. 133-142
Author(s):  
Stephanie Couch ◽  
Audra Skukauskaite ◽  
Leigh B. Estabrooks
Keyword(s):  
High School ◽  
High School Students ◽  
Young Women ◽  
Gender Gap ◽  
Young Men ◽  
The United States ◽  
Foreign Born ◽  
School Students ◽  
School Year ◽  
Diverse Backgrounds

The lack of diversity among patent holders in the United States (1-3) is a topic that is being discussed by federal policymakers. Available data suggests that prolific patent holders and leading technology innovators are 88.3% male and nearly 94.3% Asian, Pacific Islander, or White, and half of the diversity that does exist is among those who are foreign born (3). The data shows that there is a need for greater diversity among patent holders. Few studies, however, are available to guide the work of educators creating learning opportunities to help young people from diverse backgrounds learn to invent. Educators must navigate issues that have complex sociocultural and historical dimensions (4), which shape the ideas of those surrounding them regarding who can invent, with whom, under what conditions, and for what purposes. In this paper, we report the results of an ongoing multimethod study of an invention education pro- gram that has worked with teachers and students in Grades 6 through 12 for the past 16 years. Findings stem from an analysis of end-of-year experience surveys and interview transcripts of six students (three young men and three young women) who participated in high school InvenTeams®. The data were used to investigate three topics: 1) ways high school students who have participated on an InvenTeam conceptualize the term "failure" and what it means to "learn from failure," 2) what supported and constrained the work of the three young women during their InvenTeams experience and the implications for policy makers concerned about the gender gap in patenting, and 3) ways the young men and young women took up (or didn't take up) the identity of "inventor" after working on a team that developed a working prototype of an invention during the previous school year.

Pengembangan Instrumen Penilaian Autentik Berbasis PBL Pada Materi Dampak Pencemaran Bagi Kehidupan Di Sekolah Menengah Pertama

2016 ◽  
Vol 5 (2) ◽  
Author(s):  
Timma Dormauli Siallagan ◽  
Syamsurizal Syamsurizal ◽  
Bambang Hariyadi
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
School Science ◽  
High School Science ◽  
School Students ◽  
Scientific Approach ◽  
Processing Information ◽  
Asking Questions

The purpose of this developmental research was to develop a scientific approach based science worksheet on the dynamic electrical material topic for ninth-grade junior high school students.  The worksheet were developed based on scientific approach. The stages include:  observing, asking questions, gathering information, processing information, and communicating. The development model used is the 4-D Model consists of 4 stages: define,  design, develop, and desimanate. The results of the validation, a small and large group trials indicated that the used of the scientific approach based science worksheet was appropriate for use. Thus, the developed worksheets can be used in the process of learning for Junior high school science students. Keywords : Worksheet , Scientific approach

STEM-Focused Career Courses and College Pipeline for Students with Learning Disabilities

2021 ◽  
pp. 089590482110199
Author(s):  
Jennifer A. Freeman ◽  
Michael A. Gottfried ◽  
Jay Stratte Plasman
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
High School Students ◽  
The United States ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Data Set ◽  
Stem Majors ◽  
Career And Technical ◽  
Nationally Representative

Recent educational policies in the United States have fostered the growth of science, technology, engineering, and mathematics (STEM) career-focused courses to support high school students’ persistence into these fields in college and beyond. As one key example, federal legislation has embedded new types of “applied STEM” (AS) courses into the career and technical education curriculum (CTE), which can help students persist in STEM through high school and college. Yet, little is known about the link between AS-CTE coursetaking and college STEM persistence for students with learning disabilities (LDs). Using a nationally representative data set, we found no evidence that earning more units of AS-CTE in high school influenced college enrollment patterns or major selection in non-AS STEM fields for students with LDs. That said, students with LDs who earned more units of AS-CTE in high school were more likely to seriously consider and ultimately declare AS-related STEM majors in college.

The Effects of Police Violence on Inner-City Students*

2020 ◽  
Vol 136 (1) ◽  
pp. 115-168
Author(s):  
Desmond Ang
Keyword(s):  
High School ◽  
High School Students ◽  
Los Angeles ◽  
High School Completion ◽  
Well Being ◽  
The United States ◽  
Public High School ◽  
School Students ◽  
Police Violence ◽  
Public High School Students

Abstract Nearly 1,000 officer-involved killings occur each year in the United States. This article documents the large, racially disparate effects of these events on the educational and psychological well-being of Los Angeles public high school students. Exploiting hyperlocal variation in how close students live to a killing, I find that exposure to police violence leads to persistent decreases in GPA, increased incidence of emotional disturbance, and lower rates of high school completion and college enrollment. These effects are driven entirely by black and Hispanic students in response to police killings of other minorities and are largest for incidents involving unarmed individuals.

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