Online Learning Tools for Middle School Science

2017 ◽  
Vol 13 (1) ◽  
pp. 27-40
Author(s):  
Fatima E. Terrazas-Arellanes ◽  
Carolyn Knox ◽  
Lisa A. Strycker ◽  
Emily D. Walden
Keyword(s):  
Middle School ◽  
Online Learning ◽  
General Education ◽  
Research Methodology ◽  
English Learners ◽  
Instructional Materials ◽  
Research Approach ◽  
Multiple Sources ◽  
School Students ◽  
Design Based Research

This article reports on how design-based research methodology was used to guide a line of intervention research that developed, implemented, revised, and evaluated online learning science curricula for middle school students, including general education students and English language learners (primarily of Hispanic origin). The iterative, design-based research approach was carried out in two stages with multiple steps per stage: (a) stage 1, or informed exploration, identified and described the problem under investigation; and (b) stage 2, or enactment, redesigned previously developed online science units, implemented each unit in case studies, and completed a feasibility evaluation. The present paper focuses primarily on the second stage, demonstrating the process by which online science units were repeatedly refined with input from stakeholders, and then examined for their feasibility to implement, usefulness for helping teachers engage with students, and potential to effectively deepen science knowledge. Data were drawn from multiple sources, including teacher logs, student and teacher surveys, student notebooks, content assessments, and focus groups. Results indicate that the online science units were feasible to implement, usable, and helpful. The data-driven, design-based research methodology proved to be both practical and efficacious, and underscored the critical importance of involving all stakeholders in the process of curriculum creation and refinement. This work offers a model for the development of constructivist science instructional materials for English learners using online, multimedia technology.

Development of a Middle School Online Science Curriculum

2020 ◽  
pp. 186-224
Author(s):  
Fatima E. Terrazas-Arellanes ◽  
Lisa A. Strycker ◽  
Emily D. Walden ◽  
Carolyn Knox
Keyword(s):  
Middle School ◽  
Research Methodology ◽  
Science Curriculum ◽  
Research Approach ◽  
Multiple Sources ◽  
General Education Students ◽  
Design Based Research ◽  
Students With Ld ◽  
Feasibility Evaluation ◽  
Stage 1

Design-based research methodology was used to guide a line of research to develop, implement, revise, and evaluate the ESCOLAR online science curriculum for middle school students, including general education students, English language learners (ELs) primarily of Hispanic origin, and students with high-incidence learning disabilities (LD). The iterative research approach was carried out in three stages with multiple steps per stage: (1) Stage 1, or informed exploration, identified and described the problem under investigation; (2) Stage 2, or enactment, redesigned previously developed online science units, implemented each unit in case studies, and completed a feasibility evaluation; and (3) Stage 3, or evaluation of local impact, documented the efficacy of the science curriculum with a randomized controlled trial. The present chapter focuses on the second and third stages, demonstrating the process by which the ESCOLAR curriculum was repeatedly refined with input from stakeholders, and then examined for feasibility of implementation, usefulness in helping teachers engage with students, and efficacy in deepening student science knowledge. Data were drawn from multiple sources, including teacher logs, student and teacher surveys, web analytics, student notebooks, content assessments, and focus groups. Results indicate that the ESCOLAR curriculum was feasible to implement, useful, and effective, and may now be adopted as an evidence-based intervention to enhance science learning among diverse students. The data-driven, design-based research methodology proved to be a practical framework, and underscored the critical importance of considering all stakeholders in the process of curriculum design, refinement, and evaluation. This chapter offers a model for the development of constructivist science instructional materials for ELs and students with LD using online, multimedia technology.

Use of Cognitive Apprenticeship Models of Instruction to Support Middle School Students’ Construction and Critique of Written Scientific Explanations and Arguments

2021 ◽  
Vol 26 (1) ◽  
Author(s):  
Daniel Levin ◽  
Susan De La Paz ◽  
Yewon Lee ◽  
Esther Nadal Escola
Keyword(s):  
Middle School ◽  
Secondary Students ◽  
Science Teachers ◽  
English Learners ◽  
Scientific Practices ◽  
School Students ◽  
Struggling Learners ◽  
Cognitive Apprenticeships ◽  
Writing In Science ◽  
Support Students

Writing in science can be challenging for secondary students, particularly for those with learning disabilities, students who are English learners (EL), and students who struggle with literacy due to other cognitive, language-based, or motivational learning difficulties (i.e., at risk or struggling learners). Moreover, science teachers are generally not equipped to support students’ writing in ways that are authentic to science. Despite being described more than 30 years ago, the field lacks information on cognitive apprenticeships that focus on disciplinary literacy, especially in science. In this paper, we take up these challenges and describe two intervention programs with middle school teachers and their students, focusing on the scientific practices of explanation and argumentation. We describe efforts to support students’ written construction and critique of explanations and arguments, and suggest ways that general and special educators can support students’ engagement in scientific practices through writing.

Communicating about bullying: Examining disclosure among gifted students

2019 ◽  
Vol 35 (2) ◽  
pp. 110-120
Author(s):  
Rachel Leah Jumper
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
General Education ◽  
Gifted Students ◽  
Specific Area ◽  
The Body ◽  
Gifted Children ◽  
School Students ◽  
General Education Students ◽  
Being Bullied

Although research on bullying has grown in scope in recent years, research specifically focused on gifted children’s experiences with bullying has been more limited. Studies of gifted children and bullying do exist, but the body of research in this specific area is not large. This article asserts that there are differences in the ways that gifted and nongifted middle school students communicate about bullying. This article examines quantitative differences in the ways middle school students who self-identify as gifted, and their peers who do not self-identify as gifted, disclose information about bullying. Data were collected from 343 middle school students at five different schools using the Olweus Bully/Victim Questionnaire. The study found that gifted students were more likely than general education students to disclose to their peers that they were being bullied but were not more likely than other children to communicate about bullying to their teachers or parents. These findings have important implications for schools and families as adults may underestimate bullying among the gifted. Additionally, these findings add to the literature supporting intervention programs that incorporate peer bystanders and add information to how we understand the importance of peers for gifted children.

The Effects of Prompting Appropriate Behavior on the Off-Task Behavior of Two Middle School Students

2011 ◽  
Vol 14 (1) ◽  
pp. 47-55 ◽  
Author(s):  
Aimee Faul ◽  
Karoline Stepensky ◽  
Brandi Simonsen
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
General Education ◽  
Single Subject ◽  
School Students ◽  
Baseline Phase ◽  
Simple Strategy ◽  
Task Behavior ◽  
Study Results ◽  
K 12

Prompting is a simple strategy that has been demonstrated to increase appropriate (and decrease inappropriate) behavior when used (a) as a stand-alone strategy with preschool students and individuals with disabilities and (b) in combination with other strategies (e.g., active supervision) with K-12 students in general education settings. Until now, no studies have specifically investigated the effectiveness of prompting as a stand-alone strategy in a general education setting. This study used a single-subject alternating treatment design, with a baseline phase, to explore the relationship between the presence (or absence) of prompting and off-task behavior of two male middle school students in general education. Study results document a decrease in off-task behavior with prompting. Results and implications are discussed in light of limitations.

Disrupted Class, Undisrupted Learning: A Study on the Effect of Online Learning Among Primary and Middle School Students

2021 ◽  
pp. 232102222110244
Author(s):  
Li Yuelin ◽  
Liu Yujie ◽  
Shu Xiaohui
Keyword(s):  
Middle School ◽  
Online Learning ◽  
Middle School Students ◽  
Online Education ◽  
Secondary School ◽  
Secondary School Students ◽  
Learning Effects ◽  
School Students ◽  
Primary And Secondary School

In the first half of 2020, primary and secondary school teaching was transformed into online teaching in China, and the teaching effects have attracted considerable attention. This article collects relevant data on the effects of online learning among primary and middle school students through questionnaire surveys to study the impact of parents and teachers on learning effects, provide an experience for future online education and improve the quality of online education for primary and secondary school students in the future. Through empirical analysis, this article draws three main conclusions. First, parents improve students’ offline social presence, while teachers or classmates improve their online presence. Both changes have a significant positive impact on students’ subjective learning effects. Second, parents are more helpful with regard to the improvement of students’ objective learning effects. Third, in terms of age, parents have a greater influence on younger students. The innovation of this article is that the object of the study is primary and secondary school students. The article considers not only the role of teachers but also the role of parents, thereby filling gaps in the previous literature. JEL codes: I20, I21, I25

Study on the influence of middle school students’ self-efficacy on the willingness to use online learning platform

2021 ◽  
pp. 002072092098403
Author(s):  
Guomin Chen ◽  
Yingwei Jin ◽  
Wang Liang ◽  
Yang Liu
Keyword(s):  
Middle School ◽  
Online Learning ◽  
Middle School Students ◽  
Learning Style ◽  
Self Efficacy ◽  
Purchase Intention ◽  
Learning Resources ◽  
School Students ◽  
Teacher Student ◽  
Online Learning Resources

People’s learning style is constantly changing together with the rapid development of information technology. Nowadays, online learning has become a common learning style, but online learning resource providers are also faced with the charging issue. Besides, a large number of studies have been made by scholars at home and abroad in this field. In this paper, the influence of middle school students’ self-efficacy on online learning resource purchase intention is analyzed, and the study comprises two stages. To be specific, in the first stage, the interview method is adopted to acquire related materials, and the grounded theory is also followed to reconstruct the theoretical research framework; in the second stage, the theoretical framework is empirically verified by the questionnaire. Then, it is found that middle school students’ self-efficacy affects the identity about online learning resources’ perceived quality and their purchase intention for online learning resources. At the same time, the teacher-student relation may also reinforce students’ purchase intention for online learning resources. Thus, it can be seen that online learning resources’ perceived quality and the intimate teacher-student relation have significant influence on middle school students’ purchase intention.

scholarly journals Students’ Alternative Conceptions Associated With Application of Redox Reactions in Everyday Life

2019 ◽  
Vol 4 (1) ◽  
pp. 29 ◽  
Author(s):  
Kenneth Adu-Gyamfi ◽  
Joseph Ghartey Ampiah
Keyword(s):  
High School Students ◽  
Real Life ◽  
Alternative Conceptions ◽  
Research Approach ◽  
School Students ◽  
Design Based Research ◽  
Chemistry Students ◽  
Life Context ◽  
Sampling Procedures

The study explored chemistry students’ alternative conceptions associated with application of the processes of oxidation and reduction in real life context. As part of a design-based research approach, a case-study design was followed. Purposive and convenient sampling procedures were employed to select 213 senior high school students to respond to a diagnostic test. Data obtained were analysed using item difficult index, percentages, and themes. The results showed that alternative conceptions existed as preconceived notions, conceptual misunderstanding, and factual misconceptions. It is recommended that chemistry educators should select most appropriate instructional strategies to unearth and address alternative conceptions students may bring to the classroom.

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