Analysis of Articulation and Difficultness between the Physics Concepts Presented in High-school 'Science' and Middle-school 'Science' in the 2009 Revised Curriculum

2015 ◽  
Vol 65 (10) ◽  
pp. 994-1001
Author(s):  
Jong Hyeon KANG ◽  
Eunjeong YUN ◽  
Yunebae PARK*
Keyword(s):  
High School ◽  
Middle School ◽  
School Science ◽  
Middle School Science ◽  
High School Science ◽  
Physics Concepts

scholarly journals The Week-End Astronomy Class for Teachers

1990 ◽  
Vol 105 ◽  
pp. 311-313
Author(s):  
James H. Hensley
Keyword(s):  
High School ◽  
Middle School ◽  
Elementary School Teachers ◽  
School Science ◽  
High School Science ◽  
Science Assessment ◽  
University Of Minnesota ◽  
School Teachers ◽  
Course Work ◽  
The University

Astronomy is an integral part of many high-school science programs. Project STAR and the Science Assessment and Research Project at the University of Minnesota have recently recognized this. In addition, astronomy is a part of most elementary and middle-school science programs. In the Platteville, Wisconsin, school system, the solar system is a unit of study for all third grade students and a study of the stars is a part of the eighth grade science program. This is also true for other school systems in this area, in the Chicago area, and I would suspect, across the nation.However, most elementary school teachers have had little science course work and none in astronomy. Middle-school and high-school teachers have better backgrounds for teaching science but little or no astronomy course work. Some of those who teach astronomy are active in local astronomy groups and read Astronomy or Sky and Telescope magazines, but this is the exception rather than the rule.

Interactive Boards in Schools

2014 ◽  
pp. 306-319
Author(s):  
Wajeeh Daher ◽  
Essa Alfahel
Keyword(s):  
High School ◽  
Middle School ◽  
Mathematics Teachers ◽  
School Science ◽  
Comparison Method ◽  
High School Science ◽  
Building Activities ◽  
And Mathematics ◽  
Two Stages ◽  
Science And Mathematics Teachers

This chapter examines middle school and high school teachers' use of interactive boards in the classroom, as well as the goals behind this use and the difficulties encountered throughout it. Ten middle school and high school science and mathematics teachers who use the interactive board for teaching science and mathematics were interviewed to elicit their practices, goals, and difficulties when using interactive boards in the classroom. The first two stages of the constant comparison method were utilized to analyze the collected data. The research findings show that science and mathematics teachers made different uses of the interactive board, which could be related to treating scientific relations, phenomena, and experiments, as well as practicing learned materials and engaging students in building activities in games and in discussions. Utilizing the different options of the interactive board, the participating teachers had various goals: giving students the ability to investigate, motivating them to learn, attracting them to the lesson, making them enjoy their learning, encouraging their collaboration, shortening the teaching time, and loading previously taught lessons. Using the interactive board in the classrooms, the teachers encountered some difficulties, such a: technical difficulties, owning the appropriate skills for using effectively the interactive board’s different options, preparing appropriate activities, fulfilling students' expectations, and keeping class order.

Interactive Boards in Schools

2017 ◽  
pp. 437-451
Author(s):  
Wajeeh Daher ◽  
Essa Alfahel
Keyword(s):  
High School ◽  
Middle School ◽  
Mathematics Teachers ◽  
School Science ◽  
Comparison Method ◽  
High School Science ◽  
Building Activities ◽  
And Mathematics ◽  
Two Stages ◽  
Science And Mathematics Teachers

This chapter examines middle school and high school teachers' use of interactive boards in the classroom, as well as the goals behind this use and the difficulties encountered throughout it. Ten middle school and high school science and mathematics teachers who use the interactive board for teaching science and mathematics were interviewed to elicit their practices, goals, and difficulties when using interactive boards in the classroom. The first two stages of the constant comparison method were utilized to analyze the collected data. The research findings show that science and mathematics teachers made different uses of the interactive board, which could be related to treating scientific relations, phenomena, and experiments, as well as practicing learned materials and engaging students in building activities in games and in discussions. Utilizing the different options of the interactive board, the participating teachers had various goals: giving students the ability to investigate, motivating them to learn, attracting them to the lesson, making them enjoy their learning, encouraging their collaboration, shortening the teaching time, and loading previously taught lessons. Using the interactive board in the classrooms, the teachers encountered some difficulties, such a: technical difficulties, owning the appropriate skills for using effectively the interactive board's different options, preparing appropriate activities, fulfilling students' expectations, and keeping class order.

scholarly journals An Inquiry-Based Investigation of Bacterial Soft Rot of Potato

2018 ◽  
Vol 80 (8) ◽  
pp. 594-599
Author(s):  
R. Louis Hirsch ◽  
Seth Miller ◽  
Dennis Halterman
Keyword(s):  
High School ◽  
Middle School ◽  
Environmental Variables ◽  
Soft Rot ◽  
School Science ◽  
High School Science ◽  
Bacterial Soft Rot ◽  
Potato Disease ◽  
Science Courses ◽  
The Impact

Inquiry-based investigations of diseases are often difficult to safely undertake in middle school or high school science courses. However, by utilizing potatoes as a mammalian analogue, important groups of pathogens can be investigated with common materials available from the local supermarket. This article provides information to guide the exploration of factors underlying the development of the potato disease bacterial soft rot, caused by Pectobacterium caratovorum, and allows students the freedom to develop and test their own hypotheses regarding the development of symptoms, the spread of pathogens, and the impact of host and environmental variables on the progress of disease.

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