A Mathematics Enrichment Program for High School Students

1963 ◽  
Vol 70 (2) ◽  
pp. 205
Author(s):  
Robert D. Larsson
Keyword(s):  
High School ◽  
High School Students ◽  
School Students ◽  
Enrichment Program ◽  
Mathematics Enrichment

scholarly journals The Impact of a Short-Term Pharmacology Enrichment Program on Knowledge and Science Attitudes in Precollege Students

2016 ◽  
Vol 7 (2) ◽  
Author(s):  
Molly N Downing ◽  
Katherine E Rooney ◽  
Abigail Norris Turner ◽  
Nicole Kwiek
Keyword(s):  
High School ◽  
High School Students ◽  
Attitudes Toward Science ◽  
Science Attitudes ◽  
Science Careers ◽  
Science Knowledge ◽  
Short Term ◽  
School Students ◽  
Enrichment Program ◽  
The Impact

As our nation and the global economy place an increased demand for science, technology, engineering, and mathematics (STEM) jobs, science educators must implement innovative approaches to pique precollege student’s interests in these careers. Pharmacology remains a relevant and engaging platform to teach biology and chemistry concepts, and this strategy applied over several months in the formal classroom increases science literacy in high school students. In order to improve the affordability and accessibility of this educational approach, we developed and assessed the impact of a short-term pharmacology day camp, ‘Pills, Potions, and Poisons’ (PPP), on high school students’ science knowledge and attitudes toward science careers. The PPP program was offered annually from 2009 through 2012, and participants spent 6 days learning about pharmacology and careers in the biomedical sciences. All PPP student participants (n=134) completed surveys assessing their basic science knowledge and science attitudes before and after the program. Students achieved significant gains in their science knowledge by the end (Day 6) of the PPP program (from 41% mean test score to 65%; p<0.001). In addition, the majority of participants agreed or strongly agreed that the PPP program positively impacted their attitudes toward science (p<0.001). This study provides evidence that a short-term pharmacology-centered science enrichment program can achieve significant gains in participant’s science knowledge as well as motivation and confidence towards science careers. Moreover, we report benefits experienced by the undergraduate, graduate, and professional pharmacy student teaching assistants (TAs, n=10) who reported improved communication skills and an increased interest in future educational work.   Type: Original Research

scholarly journals A health enrichment program for junior high school students

1982 ◽  
Vol 57 (10) ◽  
pp. 808-9
Author(s):  
A H McLean ◽  
T Gibbs ◽  
T Sugimoto ◽  
J M Altekruse
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
Enrichment Program

scholarly journals Socio-emotional Dimensions in Gifted Chilean High School Students with Interests in STEM: Influence of Gender and University Enrichment Program Participation

2020 ◽  
Vol 16 (12) ◽  
pp. em1929
Author(s):  
Marianela Navarro ◽  
María P. Gómez-Arízaga ◽  
Annjeannette Martin ◽  
Karin Roa-Tampe ◽  
María Leonor Conejeros-Solar ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Program Participation ◽  
School Students ◽  
Enrichment Program ◽  
Emotional Dimensions

scholarly journals The Effectiveness of a Proposed Enrichment Program in Developing Geographical Concepts and Cosmic Awareness among High School Students in Saudi Arabia

2018 ◽  
Vol 5 (1) ◽  
pp. 49-61
Author(s):  
Fawziah Aldosary
Keyword(s):  
High School ◽  
High School Students ◽  
Female Students ◽  
School Students ◽  
Enrichment Programs ◽  
Quasi Experimental ◽  
Enrichment Program ◽  
Training Courses ◽  
And Control ◽  
Academic Year

The current study is an attempt to investigate the effectiveness of a proposed enrichment program to develop geographical and cosmic concepts and knowledge among high school 2nd grade female students in KSA. The population consisted of high school 2nd grade female students, Humanities stream, for the academic year 2016/2017. The sample of the study consisted of (50) female students, randomly selected. The participants were divided into two groups, experimental (25) and control (25). The quasi-experimental method has been adopted in this study. The statistical treatments conducted such as (arithmetic mean and standard deviation) and Man Whitney Test used to confirm equivalence between the two groups, T-Test to find differences between the two groups. ETA Square used to measure the effect size for the adopted enrichment program. The study resulted in a great effect of the proposed enrichment program on the female students’ achievement of geographical and cosmic concepts. The results also indicated an effect of the proposed program in developing cosmic awareness. The most significant recommendations represented in having interest in developing enrichment programs, on which training courses should be conducted for  pre and in-service teachers in order to change Geography curriculum from achievement curriculum into enrichment one, and reconsidering Geography curricula to enrich them with activities that develop geographical and cosmic concepts and cosmic awareness. 

A three-attribute transfer skills framework – part II: applying and assessing the model in science education

2015 ◽  
Vol 16 (1) ◽  
pp. 154-167 ◽  
Author(s):  
Irit Sasson ◽  
Yehudit Judy Dori
Keyword(s):  
High School ◽  
Middle School ◽  
High School Students ◽  
Thinking Skills ◽  
Academic Program ◽  
School Students ◽  
Chemistry Students ◽  
Enrichment Program ◽  
Ninth Grade Students ◽  
Science Enrichment

In an era in which information is rapidly growing and changing, it is very important to teach with the goal of students' engagement in life-long learning in mind. This can partially be achieved by developing transferable thinking skills. In our previous paper – Part I, we conducted a review of the transfer literature and suggested a three-attribute transfer skills framework presented graphically as a cube. The goals of this paper – Part II are (a) to investigate the application of the three-attribute transfer skills framework by conducting two studies; and (b) to demonstrate the value of the framework as a tool for design of assignments and assessment of students' transfer skills. In this paper, we have applied the three-attribute transfer skills framework to design assignments and to assess middle and high school students. In order to achieve the first goal we conducted two studies: (1) investigating high school chemistry students in a computerized laboratory setting, and (2) exploring middle school students who were exposed to a science enrichment program. Study 1 took a case-based chemistry approach and included assessment of high school honor chemistry students' transfer skills. In Study 2, we evaluated the transfer skills of ninth grade students who had participated in a science enrichment academic program with emphasis on physics and we compared boys to girls. Findings of Study 1 indicated an increase in students' far transfer skill as expressed by the progress students made in transferring knowledge from chemistry to other science domains and by using more chemistry understanding levels in their responses. In Study 2, we found that the near transfer skill of middle school boys was significantly higher than the same skill among girls who participated in the same enrichment program. Both parts, the review and the three-attribute transfer skills framework (previous paper – Part I) and the research (this paper – Part II), contribute to narrowing the gap between the theory of transfer, empirical research, and the practice of transfer in science classrooms.

Articulatory Intervention for the Visually Impaired

1979 ◽  
Vol 10 (3) ◽  
pp. 139-144
Author(s):  
Cheri L. Florance ◽  
Judith O’Keefe
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Change ◽  
Visually Impaired ◽  
School Students ◽  
Handicapped Children ◽  
Paired Stimuli ◽  
Visually Handicapped ◽  
Parent Program

A modification of the Paired-Stimuli Parent Program (Florance, 1977) was adapted for the treatment of articulatory errors of visually handicapped children. Blind high school students served as clinical aides. A discussion of treatment methodology, and the results of administrating the program to 32 children, including a two-year follow-up evaluation to measure permanence of behavior change, is presented.

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