scholarly journals Addressing confirmation bias in middle school data science education

2022 ◽  
Vol 0 (0) ◽  
pp. 0
Author(s):  
Sarai Hedges ◽  
Kim Given
Keyword(s):  
Middle School ◽  
Science Education ◽  
Middle School Students ◽  
Large Scale ◽  
Data Science ◽  
Social Issues ◽  
Confirmation Bias ◽  
Future Research ◽  
School Students ◽  
Pull Out

<p style='text-indent:20px;'>More research is needed involving middle school students' engagement in the statistical problem-solving process, particularly the beginning process steps: formulate a question and make a plan to collect data/consider the data. Further, the increased availability of large-scale electronically accessible data sets is an untapped area of study. This interpretive study examined middle school students' understanding of statistical concepts involved in making a plan to collect data to answer a statistical question within a social issue context using data available on the internet. Student artifacts, researcher notes, and audio and video recordings from nine groups of 20 seventh-grade students in two gifted education pull-out classes at a suburban middle school were used to answer the study research questions. Data were analyzed using a priori codes from previously developed frameworks and by using an inductive approach to find themes.</p><p style='text-indent:20px;'>Three themes that emerged from data related to confirmation bias. Some middle school students held preconceptions about the social issues they chose to study that biased their statistical questions. This in turn influenced the sources of data students used to answer their questions. Confirmation bias is a serious issue that is exacerbated due to endless sources of data electronically available. We argue that this type of bias should be addressed early in students' educational experiences. Based on the findings from this study, we offer recommendations for future research and implications for statistics and data science education.</p>

Changes in Middle School Students’ Motivation Toward Physical Education Over One School Year

2009 ◽  
Vol 28 (4) ◽  
pp. 378-399 ◽  
Author(s):  
Zan Gao ◽  
Amelia M. Lee ◽  
Melinda A. Solmon ◽  
Tao Zhang
Keyword(s):  
Middle School ◽  
Physical Education ◽  
Middle School Students ◽  
Self Efficacy ◽  
Educational Practice ◽  
Future Research ◽  
School Students ◽  
Task Values ◽  
The Mean ◽  
Over Time

This study investigated the relationships and mean-level changes of middle school students’ motivation (expectancy-related beliefs, task values, self-efficacy, and outcome expectancy) toward physical education over time, and how gender affected students’ motivation. Participants (N = 206) completed questionnaires over a 1-year period: once in the sixth and seventh grades and again in the seventh and eighth grades. Results yielded that self-efficacy and task values were positive predictors of students’ intention across cohorts. The mean levels of self-efficacy decreased over time for students in Cohort 1 (across sixth and seventh grades). However, results revealed a consistent decline in the mean levels of other motivational variables for both cohorts. No gender differences emerged for the variables. The findings are discussed in regard to the implications for educational practice, and future research areas are presented.

Middle School Students’ Expectations about Counseling

2007 ◽  
Vol 10 (4) ◽  
pp. 2156759X0701000
Author(s):  
Cheryl Moore-Thomas ◽  
Robert W. Lent
Keyword(s):  
Middle School ◽  
Factor Analysis ◽  
Middle School Students ◽  
Exploratory Factor Analysis ◽  
Factor Structure ◽  
Future Research ◽  
Counseling Services ◽  
Late Adolescent ◽  
School Students ◽  
Counseling Expectations

Although counseling expectations have been studied in late adolescent and adult samples, little is known about younger adolescents’ openness to counseling and perceptions of the counseling process. In this study, 329 middle school students completed the Expectations About Counseling Questionnaire–Brief Form (Tinsley, 1982). An exploratory factor analysis indicated support for a two-factor structure, consisting of expectations about (a) the student's role and (b) the school counselor's role. Implications are considered for future research and practical efforts to enable young adolescents to benefit more fully from responsive counseling services.

The Achieving Success Everyday Group Counseling Model: Fostering Resiliency in Middle School Students

2014 ◽  
Vol 18 (1) ◽  
pp. 2156759X0001800
Author(s):  
Joy Rose ◽  
Sam Steen
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Group Counseling ◽  
Quantitative Data ◽  
Future Research ◽  
School Students ◽  
Social Success ◽  
Qualitative And Quantitative ◽  
Counseling Intervention ◽  
Counseling Model

This article discusses a group counseling intervention used to develop and foster resiliency in middle school students by implementing the Achieving Success Everyday (ASE) group counseling model. The authors aimed to discover what impact this group counseling intervention, which focused on resiliency characteristics, would have on students’ academic and personal-social success. To evaluate this, the authors used both qualitative and quantitative data. The results showed that some students achieved an increase in their GPA and personal-social functioning following the intervention. The article presents implications for practice and ideas for future research.

scholarly journals Researcher, PI and CEO - Managing a Large Scale Environmental Restoration Project in New York City; Creating Expectations, Establishing Structure, Protocols and Realistic Outcomes

2017 ◽  
Author(s):  
Lauren Beth Birney ◽  
George Diamantakos
Keyword(s):  
Middle School ◽  
New York ◽  
New York City ◽  
Middle School Students ◽  
York City ◽  
Large Scale ◽  
Project Based Learning ◽  
Environmental Restoration ◽  
School Students ◽  
Project Model

Abstract Research consistently shows that children who have opportunities to actively investigate natural settings and engage in problem-based learning greatly benefit from the experiences? This project developed a model of curriculum and community enterprise to address that issue within the nation's largest urban school system. Middle school students will study New York Harbor and the extensive watershed that empties into it, as they conducted field research in support of restoring native oyster habitats. The project builds on the existing Billion Oyster Project, and was implemented by a broad partnership of institutions and community resources, including Pace University, the New York City Department of Education, the Columbia University Lamont-Doherty Earth Observatory, the New York Academy of Sciences, the New York Harbor Foundation, the New York Aquarium, and others. The project model includes five interrelated components: A teacher education curriculum, a digital platform for project resources, museum exhibits, and an afterschool STEM mentoring program. It targets middle-school students in low-income neighborhoods with high populations of English language learners and students from groups underrepresented in STEM fields and education pathways. This paper explores the management of this large-scale project and provides insight with regard to the governance of the various project components.   Key words (project-based learning, environmental restoration, educational technology)

scholarly journals An Associational Research on Turkish Children's Environmentally Responsible Behaviors, Nature Relatedness, and Motive Concerns

2017 ◽  
Vol 28 (2) ◽  
pp. 111-118
Author(s):  
Fatma Bahar ◽  
◽  
Elvan Sahin ◽  
Keyword(s):  
Middle School ◽  
Science Education ◽  
Middle School Students ◽  
Political Commitment ◽  
School Students ◽  
Nature Relatedness ◽  
Environmentally Responsible ◽  
Responsible Environmental Behavior ◽  
Environmentally Responsible Behaviors ◽  
Responsible Behaviors

Science education has changed in recent decades with respect to key issues faced in this century. These issues such as renewable energy, waste management, air quality and biodiversity require dealing with transition towards a sustainable future. Thus, to contribute to the reconceptualization of science education in a developing country, the present study aimed to assess (1) Turkish middle school students' environmentally responsible behaviors, nature relatedness, and motive concerns and (2) the power of environmental motive concerns and nature relatedness in predicting the related behaviors. Measuring tools covering the Nature Relatedness Scale, the Environmental Motive Concerns, and Children's Responsible Environmental Behavior Scale were administered to middle school students in the northern part of Turkey. The results indicated that these students reflected an external nature-related worldview. Regarding their behaviors, it was revealed that the students frequently engaged in some actions linked to physical and economic contribution to the environmental quality. However, they did not demonstrate any actions on political commitment although they were very concerned about the environmental issues. Examining the predictors of their responsible environmental behaviors, a linear combination of these attributes significantly contributed to explaining such behaviors. This study provided practical tips for science and sustainability educators in that children could be provided with some opportunities to get in touch with nature and appreciate value of being in nature.

scholarly journals Developing of Measurement of Independence Characteristic in Middle School Students Mathematics and Science

2018 ◽  
Vol 8 (2) ◽  
Author(s):  
Supardi U. S. Supardi
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Research And Development ◽  
Large Scale ◽  
Measurement Instrument ◽  
Research Process ◽  
Small Scale ◽  
Empirical Testing ◽  
School Students ◽  
Selection Of

<span lang="EN-US">The purpose of this study to design a measurement instrument independence character of middle school students. Research using research and development (R &amp; D). Stages of the research process include: reviewing the concept, making the construct and design the instruments, experts’ assessment, the empirical pre-test, and empirical testing. Test experts were conducted by experts through quantitative and qualitative assessments were followed by improvements to the instrument. Pre empirical testing was done by trial and instruments in small-scale followed by repair and selection of items. Empirical testing is a field test on a large scale at middle school students who were followed by the selection of grains and calculation of reliability of the instrument. Research and development results obtained as follows. (1) Measurement code developed with the student independence four dimensions: freedom, initiative, progressive and resilient, and confident. The dimension of freedom comprising: able to make their own choices and able to perform his own activities. Dimension Initiative consists of: being able to think and act in an indigenous, and doing creative activities. The results of this study are expected secondary school teachers can have a reference or guidelines for measuring the character of student independenc</span><span lang="EN-US">e</span>

Proportional Reasoning Word Problem Performance for Middle School Students With High-Incidence Disabilities (HID)

2019 ◽  
Vol 43 (3) ◽  
pp. 140-153
Author(s):  
Anne Brawand ◽  
Margaret E. King-Sears ◽  
Anya S. Evmenova ◽  
Kelley Regan
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Proportional Reasoning ◽  
Future Research ◽  
School Students ◽  
High Incidence ◽  
Worked Problems ◽  
Based Instruction ◽  
High Incidence Disabilities ◽  
Mastery Criteria

Schema-based instruction (SBI) was used to teach nine middle school students with high-incidence disabilities (HID) to solve proportional reasoning word problems. A multiple-baseline-across-groups design was used to determine student understanding of the SBI process. The design consisted of three phases including baseline, SBI process, and maintenance. Training of the SBI process with worked problems occurred between baseline and SBI process. Students’ performance was measured using a five-category rubric, under two conditions: solving problems with and without calculator use. Results indicated that all groups improved problem-solving performance and maintained improvement 4 weeks after instruction. Implications for revising the rubric’s mastery criteria and future research are described.

scholarly journals Exploring Indian Middle School Students’ Conceptions of the Environment Using the Draw-an-Environment Test

2020 ◽  
Vol 6 (1) ◽  
pp. 152-178
Author(s):  
Leslie Elizabeth Sprong ◽  
Sonya N. Martin
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Rural Areas ◽  
Local Environment ◽  
Northeast India ◽  
Future Research ◽  
School Students ◽  
Use Of Resources ◽  
K 12 ◽  
The Impact

Abstract Quality environmental education (EE) is key for supporting sustainable development and use of resources. Educators in rural India face considerable challenges to teach EE in K-12 school settings. This study took place in Assam in Northeast India where non-governmental organization (NGO) educators are working to develop an EE program for students in rural areas. To reveal students’ perceptions of the environment, researchers administered the Draw-an-Environment Test (DAET) to 277 middle school students in government schools. Analysis of students’ drawings of the environment revealed that while students recognized humans have an impact on the environment, they did not fully understand the impact could often be negative and drawings did not necessarily reflect the reality of the local environment. Implications for how these findings can be used to develop responsive EE curriculum that challenges and extends students’ conceptions of the environment and the need for future research are discussed.

Middle School Students’ Perceptions of Coeducational and Same-Sex Physical Education Classes

1998 ◽  
Vol 18 (1) ◽  
pp. 43-56 ◽  
Author(s):  
Laura Treanor ◽  
Kim Graber ◽  
Lynn Housner ◽  
Robert Wiegand
Keyword(s):  
Middle School ◽  
Teacher Education ◽  
Physical Education ◽  
Middle School Students ◽  
Future Research ◽  
Same Sex ◽  
Spring Semester ◽  
School Students ◽  
Fall Semester ◽  
8Th Grade

Middle school students (n = 466) participated in a year-long multi-activity physical education program in which classes were coeducational in the fall semester and same-sex in the spring semester. Following participation, students reflected back across the year and anonymously completed a questionnaire that elicited opinions from students regarding their affinity toward physical education, perceived abilities, and preferences for coeducational and same-sex. The findings indicated that males perceived themselves to have significantly more skill, strength, and endurance than females. Females perceived themselves to be significantly more overweight than males. Males also liked physical education significantly better, while females exhibited a systematic decrease in liking physical education from 6th to 8th grade. The findings are discussed in terms of implications for teaching and teacher education and the need for future research on coeducational and same-sex class structures in physical education.

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