scholarly journals Using Hands On Learning In An After School Engineering Program To Promote Stem Careers To High School Students

2020 ◽  
Author(s):  
Jacqueline Fairley ◽  
Adrianne Prysock ◽  
Akibi Archer
Keyword(s):  
High School ◽  
High School Students ◽  
After School ◽  
Stem Careers ◽  
School Students ◽  
Engineering Program ◽  
Hands On ◽  
Hands On Learning

High School Optogenetics Workshop Protocol v1

2021 ◽  
Author(s):  
Liudi not provided not provided Luo ◽  
Bryce W Hina ◽  
Brennan W McFarland ◽  
Jillian C Saunders ◽  
Natalie Smolin ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Low Cost ◽  
Fruit Fly ◽  
School Level ◽  
High School Level ◽  
School Students ◽  
Resource Limited ◽  
Hands On ◽  
Hands On Learning

Although the field of neurotechnology is predicted to grow at a tremendous rate and become a part of our everyday lives, we have not witnessed an equivalent growth rate in neuroscience education at the high school level. This represents a missed opportunity to have an educated public that understands the application and benefits of these technologies, as well as educated students who are able to fill the predicted demand in neurotechnology jobs.There exists a need for hands-on, active learning-based approaches for demonstrating neurotechnology and neuroscience principles to high school students. Here, we describe how to build a low-cost assay and how to run a high school workshop to introduce students to a particular neurotechnology: optogenetics. In the workshop, students use light to activate different neurons in the nervous system of the fruit fly Drosophila melanogaster and use their own cell phone to capture and annotate the behaviors driven by each type of neuron.Our workshop can be adopted in outreach programs to provide a low-cost hands-on learning tool to demonstrate optogenetics and neuroscience concepts to high school classrooms. Additionally, the optogenetics assay may be adopted by resource limited labs looking to perform optogenetics experiments.

HANDS-ON STEM FOR HIGH-SCHOOL STUDENTS: THE ANTIMATTER-FACTORY MOCKUP AND THE MINICERNBOT PLATFORM

2020 ◽  
Author(s):  
Josep Marín Garcés ◽  
Carlos Veiga Almagro ◽  
Mario Di Castro ◽  
Raúl Marín Prades ◽  
Alessandro Masi
Keyword(s):  
High School ◽  
High School Students ◽  
School Students ◽  
Hands On

scholarly journals Ninth Graders’ Energy Balance Knowledge and Physical Activity Behavior: An Expectancy-Value Perspective

2012 ◽  
Vol 31 (4) ◽  
pp. 293-310 ◽  
Author(s):  
Senlin Chen ◽  
Ang Chen
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Energy Balance ◽  
Physical Activity Behavior ◽  
After School ◽  
Path Coefficient ◽  
School Students ◽  
Expectancy Value ◽  
Activity Behavior

Expectancy beliefs and task values are two essential motivators in physical education. This study was designed to identify the relation between the expectancy-value constructs (Eccles & Wigfield, 1995) and high school students’ physical activity behavior as associated with their energy balance knowledge. High school students (N = 195) in two healthful-living programs (i.e., combination of physical and health education) responded to measures of expectancy-value motivation, energy balance knowledge, in-class physical activity, and after-school physical activity. The structural equation modeling confirmed positive impact from expectancy beliefs and interest value to in-class physical activity (Path coefficient range from .19 to .26, ps < .01). Cost perception was found exerting a negative impact on after-school physical activity but a positive one on lower level of understanding of energy balance (Path coefficient range from -.33 to -.39, ps < .01). The findings painted a complex but meaningful picture about the motivational impact of expectancy-value constructs on physical activity and energy balance knowledge. School healthful-living programs should create motivational environments that strengthen students’ expectancy beliefs and interest value and alleviate their negative perceptions and experiences.

How do high school students teach geosciences to elementary students?

2020 ◽  
Author(s):  
Carole Larose
Keyword(s):  
High School ◽  
High School Students ◽  
Young Children ◽  
Plate Tectonics ◽  
School Teacher ◽  
Volcanic Rocks ◽  
School Students ◽  
Earthquake Resistant ◽  
Hands On ◽  
Different Types

&lt;p&gt;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.&lt;/p&gt;&lt;p&gt;Before the meeting, the elementary school teacher and I did an educational notebook for young children. We have planned 5 activities on the topic &quot;plate tectonics&quot;&lt;/p&gt;&lt;ul&gt;&lt;li&gt;Explosive and effusive volcanism : children identify different types of volcanism by watching two short videos&lt;/li&gt; &lt;li&gt;Study the volcanic rocks : children observe the rocks and look under a polarizing microscope&lt;/li&gt; &lt;li&gt;Earthquake-resistant buildings: children use a model to understand how a building can withstand an earthquake&lt;/li&gt; &lt;li&gt;The different kind of faults: children use a model to create different types of faults.&lt;/li&gt; &lt;li&gt;Identify the movement of Plate tectonics: children use software to do this exercise&lt;/li&gt; &lt;/ul&gt;&lt;p&gt;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.&lt;/p&gt;&lt;p&gt;Here is an article in French. http://svt.spip.ac-rouen.fr/spip.php?article396&lt;/p&gt;&lt;p&gt;&amp;#160;&lt;/p&gt;

The Effect of Daily in-School Sleep Program on Educational Performance among High School Students

2020 ◽  
Author(s):  
Ata Pourabbasi ◽  
Manzar Amirkhani ◽  
Sarah N Nouriyengejeh
Keyword(s):  
High School ◽  
High School Students ◽  
Brain Function ◽  
Sleep Time ◽  
After School ◽  
Educational Performance ◽  
School Students ◽  
The Individual ◽  
School Activity

Background and Objective: Sleep is one of the important factors in the quality of brain function. In particular, the function of the person, learning, memory, concentration, and the potential of the individual are closely related to sleep. With regard to age and physiological changes, the average sleep time among adolescents is low. In this study, the effect of a daily nap on the promotion of academic performance of high school adolescents in Tehran, Iran, has been assessed. Materials and Methods: In this research, 56 high school students from one of Tehran's schools with an average age of 15.3 years were volunteered. Students went to the school hall after finishing classes in the morning at 12:10, and it was 50 minutes when they were considered for their sleep. Students informed researchers with a questionnaire on the educa-tional activities outside the school. Results: The participants showed to have an average of 2059.50 minutes after-school activity during the 2 weeks preced-ing the intervention, which reached 2388.11 minutes after the implementation of the in-school sleep program. This time was significantly higher than after-school activity time before intervention. Conclusion: According to the results of this study, there is a significant positive correlation between daytime napping and the capacity of after-school activity in adolescents. More investigation about installing in-school sleep programs for improving educational performance in adolescents is recommended.

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