Exploring the Effects of Active Learning on High School Students’ Outcomes and Teachers’ Perceptions of Biotechnology and Genetics Instruction

2015 ◽  
Vol 56 (2) ◽  
pp. 138-152 ◽  
Author(s):  
Ashley L. Mueller ◽  
Neil A. Knobloch ◽  
Kathryn S. Orvis
Keyword(s):  
High School ◽  
High School Students ◽  
Active Learning ◽  
School Students ◽  
Teachers Perceptions ◽  
Genetics Instruction

Molecular Modeling as the Spark for Active Learning Approaches for Interdisciplinary Biology Teaching

2018 ◽  
Author(s):  
Antoine Taly ◽  
Francesco Nitti ◽  
Marc Baaden ◽  
samuela pasquali
Keyword(s):  
High School ◽  
High School Students ◽  
Molecular Modeling ◽  
Active Learning ◽  
Computer Science ◽  
Poster Presentation ◽  
Learning Approaches ◽  
School Students ◽  
The Subject ◽  
The Origin Of Life

<div>We present here an interdisciplinary workshop on the subject of biomolecules offered to undergraduate and high-school students with the aim of boosting their interest toward all areas of science contributing to the study of life. The workshop involves Mathematics, Physics, Chemistry, Computer Science and Biology. Based on our own areas of research, molecular modeling is chosen as central axis as it involves all disciplines. In order to provide a strong biological motivation for the study of the dynamics of biomolecules, the theme of the workshop is the origin of life. </div><div>All sessions are built around active pedagogies, including games, and a final poster presentation.</div>

scholarly journals The The perceptions of Senior High School students and teachers about organic chemistry: A Ghanaian perspective

2021 ◽  
Vol 32 (4) ◽  
pp. 331-342
Author(s):  
Esther Nartey ◽  
◽  
Ruby Hanson ◽  
Keyword(s):  
Organic Chemistry ◽  
High School ◽  
High School Students ◽  
Chemical Reactions ◽  
Simple Random Sampling ◽  
Senior High School ◽  
Future Research ◽  
Positive Perception ◽  
School Students ◽  
Teachers Perceptions

The purpose of the study was to determine the perceptions that senior high school (SHS) chemistry students and teachers have about organic chemistry as well as to compare organic chemistry topics that are difficult for students and teachers. Simple random sampling (lottery) and purposive sampling methods were used to select a sample of one hundred (100) SHS students who studied elective chemistry and ten (10) chemistry teachers. The research instruments used to collect data for this study were the ‘organic chemistry perceptions questionnaire for students’ (OCPQS) and ‘organic chemistry perceptions questionnaire for teachers’ (OCPQT). Descriptive statistics (frequencies and percentages) were used to analyze the data collected. The findings revealed that these SHS students have a fairly positive perception of organic chemistry while their teachers had a highly positive perception of organic chemistry. Preparation and chemical reactions of alkenes, preparation and chemical reactions of alkynes, structure and stability of benzene, reactions of benzene, comparison of reactions of benzene and alkenes, petroleum, polymers and naming of alkanes and structural isomerism were perceived by students as difficult to understand. The rest of the Ghanaian SHS organic chemistry topics (26 out of 34 topics) were perceived as easy to understand by students. Also, the teachers perceived all the SHS organic chemistry topics as easy to teach with the exception of reactions of benzene. The insights gained about teachers’ and students’ perceived difficult organic chemistry topics in this study imply that teachers’ perceptions and how these are communicated to students can have significant effects on learning. The authors believe that both teachers and learners could benefit from this increased awareness of perceptions about difficulties in teaching and learning organic chemistry. They therefore suggest that further studies into how teachers’ perceptions influence their teaching and consequently their students’ experiences be carried out. In addition, in future research, a diagnostic test based on the topics in the SHS organic chemistry syllabus could be added to ascertain whether the perceived difficult topics are actually difficult for students to answer questions on. This would help teachers to separate perceived difficulties from the actual difficulties (realities) and be able to address them in their lessons.

Social-Emotional Learning for Adolescents on the Autism Spectrum: High School Teachers’ Perspectives

2020 ◽  
pp. 1-16
Author(s):  
Anita Gardner ◽  
Michelle Wong ◽  
Belinda Ratcliffe
Keyword(s):  
High School ◽  
High School Students ◽  
Social Emotional Learning ◽  
School Setting ◽  
Autism Spectrum ◽  
Emotional Learning ◽  
Social Emotional ◽  
School Students ◽  
Teachers Perceptions ◽  
Core Characteristics

Abstract Social-emotional learning (SEL) is key to student success. Teachers can effectively implement SEL programs to a variety of school populations, with demonstrated improvements in emotional, social, and academic outcomes. Research also suggests that SEL for students on the autism spectrum can result in improved outcomes. Although social-emotional difficulties are core characteristics of autism, there is a dearth of research identifying the SEL needs for high school students on the autism spectrum and how to meet these needs. The aim of this preliminary qualitative study was to explore teachers’ perceptions of SEL needs in a high school setting with adolescents on the autism spectrum. A focus group was conducted with 8 experienced teachers from mainstream and special needs settings. The thematic analysis identified 3 themes: (a) SEL needs of students on the autism spectrum, (b) teaching SEL in high school settings, and (c) gaps in SEL. The study also revealed suggestions for how a SEL program could be developed so that it best meets the needs of the teachers who would be implementing it. Outcomes from this study provide important insights into SEL in adolescents on the autism spectrum in special education and have practical implications for intervention models.

scholarly journals Persepsi Siswa dan Guru terhadap Pengembangan Multimedia Berbasis Aplikasi Android

2019 ◽  
Vol 3 (1) ◽  
pp. 170-178
Author(s):  
Abdul Haris Faisal ◽  
Zuriyati Zuriyati ◽  
Eva Leiliyanti
Keyword(s):  
High School ◽  
High School Students ◽  
Qualitative Methods ◽  
Multimedia Applications ◽  
Learning Activities ◽  
Average Score ◽  
School Students ◽  
Language Teacher ◽  
Teachers Perceptions ◽  
Descriptive Qualitative

This study aims to determine students 'and teachers' perceptions of the results of developing android-based multimedia applications on poetry material for high school students in class X. This study uses descriptive qualitative methods. The results of this study indicate that students' perceptions of the development of application-based learning multimedia on poetry material obtained an average score of 3.82 with a decent category. The results of the assessment of Indonesian language teacher scores 4.23 in the very feasible category. Conclusion, the use of andriod-based multimedia applications is appropriate for use in poetry learning activities in high school. Keywords: Perception, Multimedia, Android-based

scholarly journals Diversity in STEM: A Look at STEM Choices Amongst Black and Latinx High School Students

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Michael Owens ◽  
Natasha Ramsay-Jordan
Keyword(s):  
High School ◽  
High School Students ◽  
School Students ◽  
Recruitment Methods ◽  
Teachers Perceptions ◽  
Teacher Student Relationships ◽  
Teacher Impact ◽  
Teacher Student ◽  
Diversity In Stem ◽  
Unequal Opportunities

The calls for increased diversity and participation of persons from historically underrepresented groups in science, technology, engineering and math (STEM) have gained increasing prominence within education in recent years, yet Black and Latinx students continue to have unequal opportunities to pursue STEM. This research investigates the disparity of Blacks and Latinx students' participation within high school STEM. Specifically, systemic influences and teacher impact are discussed. The research identifies teacher-student relationships, student recruitment methods, teachers' perceptions about STEM, inadequate preparation of teachers, and lack of resources as stimuli that inhibit student participation within STEM courses and programs. The examination of these stimuli could help school leaders and educators implement appropriate strategies to increase participation rates of Blacks and Latinx in STEM.       

Molecular Modeling as the Spark for Active Learning Approaches for Interdisciplinary Biology Teaching

2018 ◽  
Author(s):  
Antoine Taly ◽  
Francesco Nitti ◽  
Marc Baaden ◽  
samuela pasquali
Keyword(s):  
High School ◽  
High School Students ◽  
Molecular Modeling ◽  
Active Learning ◽  
Computer Science ◽  
Poster Presentation ◽  
Learning Approaches ◽  
School Students ◽  
The Subject ◽  
The Origin Of Life

<div>We present here an interdisciplinary workshop on the subject of biomolecules offered to undergraduate and high-school students with the aim of boosting their interest toward all areas of science contributing to the study of life. The workshop involves Mathematics, Physics, Chemistry, Computer Science and Biology. Based on our own areas of research, molecular modeling is chosen as central axis as it involves all disciplines. In order to provide a strong biological motivation for the study of the dynamics of biomolecules, the theme of the workshop is the origin of life. </div><div>All sessions are built around active pedagogies, including games, and a final poster presentation.</div>

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