scholarly journals Gender Equitable Curricula In High School Science And Engineering

2020 ◽  
Author(s):  
Robert Sherwood ◽  
Stacy Klein-Gardner
Keyword(s):  
High School ◽  
School Science ◽  
High School Science ◽  
Science And Engineering

scholarly journals High School Science Fair: Ethnicity Trends in Student Participation and Experience

2021 ◽  
Author(s):  
Frederick Grinnell ◽  
Simon Dalley ◽  
Joan Reisch
Keyword(s):  
High School ◽  
Black Students ◽  
Student Participation ◽  
School Science ◽  
Fine Tuning ◽  
Lower Percentage ◽  
High School Science ◽  
Science Fair ◽  
Science And Engineering ◽  
Science Fairs

AbstractIn this paper, we report ethnicity trends in student participation and experience in high school science and engineering fairs (science fairs). Science fair participation showed significant ethnic diversity. For survey students, the approximate distribution was Asian-32%; Black-11%; Hispanic-20%; White-33%; Other-3%. Black students made up only 4.5% of the students who participated in science fairs beyond the school-only level, whereas students from other ethnic groups were more equally represented. The lower percentage of Black students resulted from a combination of lower science fair participation and lower percentage of students advancing to science fairs beyond the school-only level. Students who advanced to science fairs beyond the school-only level frequently received help from scientists, coaching for the interview, and were not required to participate in science fair. Black students received the least help from scientists and were most likely to be required to do science fair. They also were most likely to receive no help from parents, teachers, or scientists. Asian and Hispanic students (63.8% and 56.8%) indicated greater interest in careers in science and engineering (S&E) compared to Black and White students (43.7% & 50.7%). The most important experiences that correlated with students indicating that science fair increased their interests in S&E were getting help from the internet and/or books and magazines; getting help fine tuning the report; and overcoming obstacles by doing more background research, making a timeline, and perseverance. Black students did not report a positive effect of any of these strategies but experienced time pressure as more of an obstacle than did other students. Our findings identify a wide range of student experiences associated with positive science fair outcomes that could be enhanced for all students but especially Black students. More involvement of scientists in helping science fair students would be particularly valuable.

MODEL PENDIDIKAN KARAKTER TERINTEGRASI PEMBELAJARAN SAINS

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Wayan Sadia
Keyword(s):  
High School ◽  
Character Education ◽  
Science Teachers ◽  
Science Learning ◽  
School Science ◽  
Lesson Plans ◽  
Assessment Model ◽  
High School Science ◽  
Learning Models ◽  
High School Science Teachers

Abstract This research was conducted with the main objective to develop a model of character education integrated with science learning in elementary, junior, and senior high schools. The research was focused on the needs analysis study involving 36 elementary school science teachers, 34 junior high school science teachers and 27 senior high school science teachers to collect information on science learning in relation to character education. Data were collected by questionnaires, observation and interviewing techniques. Data were analyzed by descriptive and qualitative meaning. The results showed that: 1) character education can be developed through selection of science learning model, assessment model, and teaching materials, 2) science learning models that contribute significantly to the development of the character of students are inquiry learning, problem-based learning, cooperative learning , science-technology-society, problem solving, and contextual learning models, 3) science teacher’s responses to the character education are generally very positive and seek to develop good character through a learning process, 4) some (55.3%) science teachers include indicators of character values that to be target of learning in the syllabus and lesson plans, and some (44.7%) do not explicitly specify its, but implicitly implied in the syllabus and lesson plans. Keywords: character education, integrated science learning

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

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