scholarly journals Attracting College and High School Students to Study Engineering Technology through Hands-on Mechatronics Product Design Projects

2020 ◽  
Author(s):  
Andy Zhang ◽  
Sidi Berri ◽  
Iem Heng ◽  
Farrukh Zia
2021 ◽  
Vol 4 (3) ◽  
pp. 617-628
Author(s):  
Melyani Sari Sitepu ◽  
Chairunnisa Amelia

This article aims to develop a Civics module with Islamic values ​​on the rights and obligations of high school students in elementary schools. This research is development research (R&D). This research uses a development research model. The steps in this research are: (1) potential and problems, (2) data collection, (3) product design, (4) module validation, (5) module design revision, (6) limited module trial, (7 ) Revision of modules, (8) The final product of the Civics module has Islamic values ​​that meet the valid and practical criteria. The development process includes product design and product validation. Data collection techniques used in this study were observation and questionnaires. The results of this study indicate that the PPKn module has Islamic value. The material of rights and obligations developed has met the very valid criteria. This is evidenced by the average results of expert validation of 96% and 90% with very valid criteria. The Civics module has Islamic values. The material of Rights and Obligations developed has met the practical criteria. This is evidenced by the results of the questionnaire from the small group trial. The score is 86.34% with very practical criteria. From the small group trial, it was concluded that the module developed was very valid and practical.


Author(s):  
Josep Marín Garcés ◽  
Carlos Veiga Almagro ◽  
Mario Di Castro ◽  
Raúl Marín Prades ◽  
Alessandro Masi

2020 ◽  
Author(s):  
Carole Larose

<p>I am Biology and Geology teacher in a high school and I teach for students between 15 and 18 years old. Geosciences are not very easy to understand because the concepts are complex. I try to interest my students by using different pedagogical materials including hands-on. At the end of the course, to make sure that they have a good understanding, I sometimes organize a meeting between my students and the children of a primary school. It is a way to assess them because if they are able to explain some geological issues to young children, they must before understand them.</p><p>Before the meeting, the elementary school teacher and I did an educational notebook for young children. We have planned 5 activities on the topic "plate tectonics"</p><ul><li>Explosive and effusive volcanism : children identify different types of volcanism by watching two short videos</li> <li>Study the volcanic rocks : children observe the rocks and look under a polarizing microscope</li> <li>Earthquake-resistant buildings: children use a model to understand how a building can withstand an earthquake</li> <li>The different kind of faults: children use a model to create different types of faults.</li> <li>Identify the movement of Plate tectonics: children use software to do this exercise</li> </ul><p>The meeting lasted two hours. It was a great moment for all the students. My student's job was to help the youngest to answer the questions on their notebooks. They had to explain clearly and simply and it was a very interesting exercise for them because they needed knowledge to do it. Young students asked a lot of questions, they were very curious and interested in this topic.</p><p>Here is an article in French. http://svt.spip.ac-rouen.fr/spip.php?article396</p><p> </p>


2010 ◽  
Vol 72 (8) ◽  
pp. 485-488
Author(s):  
Cheng-Wai Yip

I describe a 5-day basic microbiology enrichment course for high school students. In this course, students learn microbiological techniques such as preparation of agar plates, isolation of bacteria from food, serial dilution, and plating. Additionally, they experience the steps involved in the identification of an unknown bacterium and learn about the modes of action of common antibiotics against different types of bacteria. Feedback indicates that this course provided invaluable lessons and experiences for students who had no prior hands-on experience with microorganisms.


2013 ◽  
Vol 23 (3) ◽  
pp. 376-381
Author(s):  
Erin M. Silva ◽  
Geraldine Muller

In 2008, a collaborative project was initiated between the La Farge School District (La Farge, WI), University of Wisconsin–Madison College of Agriculture and Life Sciences, Organic Valley Cooperative Regions Organic Producers Pools (La Farge, WI), and Kickapoo Valley Reserve (La Farge, WI). The overarching mission of the program is to build a sustainable, hands-on educational farm and corresponding curriculum to teach organic agriculture principles to high school students and increase the number of students entering agriculture-related professional fields. Secondary goals of the project include delivering locally grown organic produce and related organic agriculture educational opportunities to the broader community. To achieve these goals, a multifaceted student internship program was created that includes a range of experiential learning opportunities for students. With the participation of each of the project partners, about ten students per year engage in the field production of certified organic vegetables, participate in field trips to sites related to organic agriculture, and distribute the produce to the school and the broader community. Through the integration of these activities, students are taught key principles of successful organic management, including ecologically based disease, weed, and insect management, development of a soil fertility plan, market analysis and its implications of crop selection, and determination of costs of production. In the face of both successes and challenges, through informal evaluation of students and the project team, the program continues to develop each year.


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