scholarly journals Pedagogical Models to Implement Effective STEM Research Experience Programs in High School Students

2021 ◽  
Vol 11 (11) ◽  
pp. 743
Author(s):  
Zubair Ahmad ◽  
Mohammad Ammar ◽  
Noora J. Al-Thani
Keyword(s):  
High School ◽  
High School Students ◽  
Smooth Transition ◽  
Research Experience ◽  
School Students ◽  
Research Experiences ◽  
Challenges And Opportunities ◽  
School Research ◽  
And Mathematics ◽  
High School Research

High school research experience programs (HSREPs) provide opportunities for true science education and expose students to scientific investigations in laboratory settings. Various HSREPs models have been practiced to shape students’ research understandings; however, a systematic comparison of the success, challenges, and opportunities of these HSREPs has not been gauged. This article compares the effectiveness of such science, technology, engineering, and mathematics (STEM) based HSREP models reported in the last two decades. We shortlisted seventeen studies on the most effective HSREPs and identified the characteristics of these reports. Results show that student research experiences vary depending on the structure of the model used and the nature of the laboratory setting to which students are exposed. However, there is a dire need to integrate more collaborative and customized research practices to accommodate more students in HSREPs. Additionally, intensive support, mentoring, and coaching are essential to provide students a comprehensive understanding to excel in their research career pathway. Finally, there is a desperate need for further studies to develop the frameworks that can help the smooth transition of high school students into research-oriented university programs.

scholarly journals Move Analysis of Senior High School Research Abstracts in a Philippine University

2020 ◽  
Vol 1 (2) ◽  
pp. 48-57
Author(s):  
Mark Joshua Roxas
Keyword(s):  
High School ◽  
High School Students ◽  
Senior High School ◽  
Product Introduction ◽  
School Students ◽  
Research Article ◽  
Product Method ◽  
School Research ◽  
High School Research ◽  
Senior High School Students

A well-written abstract speaks for the paper’s quality—it reflects an article’s value. Research is a relatively new discipline for senior high school learners, thus, the writing of an abstract can be problematic and challenging. Anchored on Hyland’s model of research article abstracts as adapted by Behnam and Golpour (2014), this paper presents a move analysis of thirty (30) randomly-selected research abstracts of Grade 12 senior high school students in a Philippine University. The results revealed the three (3) dominant moves in the corpus of research abstracts namely Introduction-Purpose-Method-Product, Introduction-Purpose-Method-Product-Conclusion, and Introduction-Product-Method. It was also noted that the “Conclusion” move is less frequently observed and considered “optional”. Additionally, instances of move embedding were prominent between the Purpose and Method move. It was recommended that research instructors in the senior high school shall consider using models in teaching the writing of the abstract. The findings of this study may serve as a basis in crafting a genre-based research syllabus, with genre-based tasks.

scholarly journals DEVELOPING SYSTEMATIC DESIGN OF INSTRUCTION USING TRADITIONAL GAMES INTO SPEAKING GAME AS AN INOVATION OF SUPPORTING ENGLISH TEACHING MATERIAL

2018 ◽  
Vol 7 (1) ◽  
pp. 75-86
Author(s):  
Afita Dewi Prastiwi
Keyword(s):  
High School ◽  
High School Students ◽  
Character Education ◽  
Junior High School ◽  
Junior High ◽  
Teaching Material ◽  
School Students ◽  
English Teaching ◽  
School Research ◽  
High School Research

Abstract:Speaking English was a problem for Junior High School students. Improving students’ speaking ability was a difficult thing for the teacher and integrating speaking with character education as stated in curriculum was an additional work for the teacher.This study was conducted to develop traditional games into speaking games as an inovation of supporting English teaching material which was integrated with character education in Junior High School. Research and Development design in developing the games was used to achieve the aim of the study. The sources of the data were the students and teachers’ need analysis and the teacher and students’ responses toward the games. The data was analyzed descriptively in terms of proposed teacher’s guideline for teaching speaking using traditional games integrated with character education. The development process of the product in this study was successful to motivate the students to speak and to build the students’ character.

THE DEVELOPMENT OF ALGORITHMIC CULTURE AND PROGRAMMING CULTURE OF STUDENTS IN PROFILE CLASSES WHILE STUDING THE BASIS OF PROGRAMMING IN C++

2020 ◽  
pp. 24-33
Author(s):  
K. V. Rozov
Keyword(s):  
High School ◽  
High School Students ◽  
Educational Process ◽  
Writing Programs ◽  
School Students ◽  
Knowledge And Skills ◽  
C Programming ◽  
And Mathematics ◽  
Basic Level ◽  
Special Control

The article presents the structure, content and results of approbation of the C++ programming course developed for the 10th grade students of physics and mathematics profile and implemented as part of the academic subject “Informatics”. The aim of the course is to develop in the student not only knowledge and skills in programming, but also his algorithmic culture and programming culture as important qualities of a potential IT-specialist. This is facilitated by special control of educational process by the teacher, which consists in monitoring the activities of students in writing programs and timely correction of this activity. The assessment of the level of development of student algorithmic culture and programming culture relative to the basic level of their formation (when mastering the basics of algorithmization and programming in the 9th grade) was carried out on the basis of a number of criteria presented in the article. The results of approbation showed that the specially organized teacher activity makes it possible to increase the level of algorithmic culture and programming culture of high school students when studying the basics of programming in C++.

Reaching Out to the Future Generation of Shipbuilders and Shipbuilding Leaders

2008 ◽  
Author(s):  
Christopher Skiba ◽  
Richard Boutwell ◽  
William Boze
Keyword(s):  
High School ◽  
High School Students ◽  
Systems Engineering ◽  
Future Generation ◽  
Naval Research ◽  
School Students ◽  
Hampton Roads ◽  
Marine Industry ◽  
And Mathematics ◽  
Naval Engineering

The Office of Naval Research recognizing the importance of education, specifically science and mathematics, embarked nearly a decade ago on their National Naval Responsibility for Naval Engineering program. Since then, academia, industry, and SNAME have increased their individual and collaborative efforts towards reaching out to students in an effort to share the excitement and opportunities available within the marine industry. Recently, in this vein, the Northrop Grumman Shipbuilding Apprentice School Chapter of the Hampton Roads SNAME chapter held a “Boat Design Competition” exposing over 240 high school students from 10 school districts (30 teams from 18 different high schools) to the excitement and knowledge needed to prepare design, construction and engineering packages using guidelines, lectures, and tutorial videos prepared by Apprentices and veteran Naval Architects. This was the first time high school students had the opportunity to compete in a head-to-head competition to design, construct, and operate the best boat relative to a number of prescribed requirements. The program also served to educate Apprentices in leadership, project management, research methods, brainstorming, naval architecture and systems engineering as well as establish a nurturing relationship between student chapter and veteran SNAME members which continues today.

scholarly journals Impacts of a Neural Engineering Summer Research Experience on High School Students (Evaluation)

2015 ◽  
Author(s):  
Kristen Clapper Bergsman ◽  
Eric Chudler ◽  
Laura Collins ◽  
Jill Weber ◽  
Lise Johnson
Keyword(s):  
High School ◽  
High School Students ◽  
Neural Engineering ◽  
Research Experience ◽  
School Students

scholarly journals Parental Involvement and High School Dropout: Perspectives from Students, Parents, and Mathematics Teachers

2022 ◽  
Vol 11 (1) ◽  
pp. 469-480
Author(s):  
Giang-Nguyen T. ◽  
Byron Havard ◽  
Barbara Otto
Keyword(s):  
High School ◽  
High School Students ◽  
Parental Involvement ◽  
Drop Out ◽  
Negative Effects ◽  
School Students ◽  
Education Statistics ◽  
Using Data ◽  
And Mathematics ◽  
The Individual

<p>Students drop out of schools for many reasons, and it has negative effects on the individual and society. This paper reports a study using data published in 2015 from the Educational Longitudinal Study conducted by the National Center for Education Statistics to analyze the influence of parental involvement on low-achieving U.S. students’ graduation rates from high school. Findings indicate that both students and parents share the same perspective on the need for parental involvement in their academic progress. For low-achieving high school students, parental involvement in academic work is a positive factor influencing students’ graduation from high school.</p>

Beyond Academic Math: The Role of Applied STEM Course Taking in High School

2014 ◽  
Vol 116 (7) ◽  
pp. 1-35 ◽  
Author(s):  
Michael A. Gottfried ◽  
Robert Bozick ◽  
Sinduja V. Srinivasan
Keyword(s):  
High School ◽  
High School Students ◽  
Descriptive Analysis ◽  
National Level ◽  
School Students ◽  
Nationally Representative ◽  
Els 2002 ◽  
Federal Initiatives ◽  
And Mathematics ◽  
K 12

Background/Context Educational policymakers and researchers are concerned about the declining quantity and quality of U.S. students in line to pursue careers in science, technology, engineering, and mathematics (STEM) fields. As one policy response, a number of federal initiatives have been enacted to enhance STEM curriculum in schools. Part of this push has been to offer applied STEM courses in the K–12 curriculum to reinforce academic STEM material as well as motivate students to remain in these fields. Prior to this current study, no national-level research has evaluated the effectiveness of these courses. Purpose (a) What applied STEM courses are most commonly taken by high school students? (b) To what extent are high school students taking both academic math courses and applied STEM courses? (c) Do applied STEM courses in high school improve achievement in math? Participants To address the three research questions listed above, this study relies on a comprehensive longitudinal dataset: the Education Longitudinal Survey (ELS:2002). The present study is based on a sample of approximately 11,112 students who participated in the base-year (10th grade, 2002) and first follow-up (12th grade 2004) interviews, who completed math assessments in both years, and for whom valid transcript information was collected. Research Design This study begins with a descriptive analysis to evaluate which students have taken applied STEM courses and at which ability level. From this, a common set of applied STEM courses is determined across this nationally representative dataset. Next, this study relies on a linear regression model of math achievement where the dependent variable is a standardized math score. Independent covariates include measures as to whether or not a student had taken applied STEM courses, academic math courses taken by the student, and a range of controls. Findings Students who take an applied STEM course had higher math scores than their peers who did not take an applied STEM course, all else equal. These courses may be particularly beneficial for those students who are less oriented toward advanced math. Conclusions/Recommendations Applied STEM courses can be used to support learning in math instructed elsewhere in the curriculum, particularly for those students at the lower end of the math pipeline. In providing hands-on learning, often with technology and with direct application to concrete occupationally specific problems, applied STEM courses may serve as a critical means to support an understanding of concepts taught in lower level math pipeline courses.

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