Digital Communications: A Modular Approach to Curriculum

The knowledge-based high technology society is rapidly emerging (Drucker, 1994; Marshall & Tucker, 1992). Even today it is inappropriate for most high school leavers to ask the question "Should I go to college or should I go to work?" Instead, today's question is "Should I go to a four-year college or should I seek some other kind of postsecondary education that will prepare me for entry into the changing primary labor market?" Helping almost all of today's high school leavers answer this question poses three major challenges for change in the role and function of school counselors and so in school counselor education programs. Today's school counselors are being challenged to (1) become aware of and knowledgeable about the kinds of occupational and educational changes being created by the emerging knowledge-based society; (2) help high school leavers make reasoned choices regarding the kinds of postsecondary education that will be best for them; and (3) help parents of today's high school students look objectively at possible alternatives to the four-year college/university degree available for choice by their children. School counselor education programs must equip their graduates with these kinds of skills and expertise. The purpose of this presentation is to offer one specific example of how counselor educators might do so.

Young readers : from blind faith to faithless practice. The longer children go to school, the less they read. The more they are forced to read the classics, the more they prefer Stephen King. Whatever indicator you choose, the decline is clear and no category of pupil is exempt : boys or girls, punctual or tardy, white-collar or blue-collar. Such reluctance to read has no simple explanation. The schools are not the only reason. Yet the fact remains that the way French is taught in the French lycées (high schools) also contributes to this personal rejection of bookreading. The transition from college (middle school) to lycée entails a profound change in reading standards, something that destabilizes most of the students thus obliged to switch from one level to the other. The first level, which we will call «ordinary», is that which is spontaneously adopted by young readers for both school-work and their own purposes. The second, « literary » level, is imposed in high school, where it becomes the legitimate norm. The attitudes and the dispositions towards the principle of reading which were encouraged in middle-school are suddenly disqualified in high school by the imposition of new norms implying that the students undertake a mental conversion for which many of today's high school students are unprepared. The concept of ordinary reading, already used by Robert Darnton, encompasses the space of all reading which explicitly takes the text as an instrument to ends that are external to it. The adjective « ordinary » here means that the book and the uses to which it is put are entirely anchored in immediate, everyday concerns (entertainment, documentation...) and vested with the personal interests of adolescents busy constructing their own identity. The concept of « literary reading » broadly includes ail ways of reading - from esthetic contemplation to structural analysis, by way of reading by literary reference - which make the text (in its meaning, forms, association with an author, or simply in its own value) the only interest and the goal of reading, which thereby becomes an activity that is its own end. The object of this article is to analyse the way these two reading modes are articulated with two separate levels of the school System : collège and lycée, and to analyse the effects this has on the ways young people read.

Today's high school students in Japan use the Internet for a great many hours. Yet, students do not have many opportunities to know their comparative Internet usage between themselves. Therefore, I practiced having high school students analyze their Internet usage between themselves. By doing so, I hypothesized that it would garner awareness of Internet addiction. In this paper, I introduce educational strategies to prevent and improve Internet addiction by enabling high school students to develop their awareness and then examine the results therein.

Today's high school students often engage in sedentary behavior by choosing passive activities during leisure time. Increasing research shows that regular physical activity (PA) provides benefits beyond physical health, especially important during childhood and adolescence. Our study investigated the association between physical activity levels and academic performance (AP) in Serbian adolescents. We selected a sample of 836 fourth-grade high school students (avg. 17.9 ± 0.7 years old) who completed the IPAQ (short-version) and the Academic Performance Scale. Data analysis was conducted using IBM SPSS 21.0. Due to non-normal data distribution, Spearman's correlation was used and hierarchical regression analysis to assess the association between PA and AP. The findings revealed significant correlations between vigorous, moderate and light PA, as well as overall units of metabolic equivalent of task (METs), with AP (p-values: 0.000, 0.005, 0.021, 0.004, respectively), although with weak correlation coefficients (0.127, 0.098, 0.080, 0.181, respectively). Vigorous PA influenced AP by 10.1%, moderate PA by 8.2%, and light PA by 11.4%. These results suggest that adolescents engaging in higher PA levels tend to have better AP. This finding indicates a substantial association between PA levels and AP, with both moderate and vigorous PA showing a positive correlation and influence. Further investigation is necessary to comprehensively grasp the link between light PA and AP.

The adolescent age group plays a vital role in tackling the pandemic, one of which is in high school and college students. Through the Remaja Bergerak webinar with the theme of COVID-19, it is hoped that it will increase the knowledge of high school and college students in Indonesia regarding the epidemiology of COVID-19 cases and the COVID-19 vaccine. The purpose of this study was to compare the COVID-19 knowledge level between high school and college students. This type of research is a cross-sectional study with a pretest-posttest design. The first group consisted of 262 high school students and the second group consisted of 301 college students who have then compared the pretest and posttest scores. As a result, the high school student pretest scores were higher than the college student, but it was not significant (p>0.05). Likewise, in the posttest result, it was shown that the high school student experienced a higher score than the college student, but it was not significant (p>0.05). In conclusion, there was no difference in knowledge level in both high school and college students, but there was an increase in knowledge of each group.

A Longitudinal Study of Learning Engagement of Math and Science Gifted Students in Junior and Senior High School

The lack of readily available sources of potable water is major problem in many parts of the world. This project engaged high school (HS) students in authentic and meaningful science and engineering activities to teach them about the lack and poor quality of potable water in many regions and how they can be addressed through the use of point of use (POU) treatments, such as biosand filters (BSFs). The HS students’ activities paralleled those of USF students, including research question development and BSF design, construction, operation, and monitoring. An ethnographic approach was utilized by incorporating participant observation, collection and review of artifacts, and interviews. It was found that the project’s focus on the need to provide potable water in the developing world provided authenticity and meaningfulness to the HS students, which encouraged their participation in activities and the learning of science and engineering practices. The HS students reported an awareness of the differences between this project and their regular science classes. The project had a positive impact on their perceptions of themselves as scientists and their interest in STEM careers. The HS students’ results were useful to the university-based research. In addition, the USF students gained teaching experience while investigating research questions in a low-stakes environment.

ObjectiveThis article explores the value of hosting a grassroots neuroscience workshop that facilitates near-peer engagement between year-one medical students and local Brain Bee finalists (high school students). Near-peer mentoring is a formal relationship in which more academically advanced students guide immediate junior students. We hypothesized that similar activities have teaching, learning, and psychosocial benefits for all and can be easily replicated.ActivityThe Grenada National Brain Bee Challenge was launched in 2009 as a competition for high school students. Annually, there are at least 100 high school students registering to participate in the national challenge. In 2018, a grassroots neuroscience symposium, a local initiative, was created to prepare high school students who participated in the preliminary rounds for the final local and International Brain Bee competition. Traditionally, it is hosted annually by faculty at St. George's University School of Medicine (SOM). However, in 2022, the symposium was hosted by medical students. The symposium is designed as an eight-hour tutorial one-day session. The students rotate between facilitators as small group teams during each teaching hour. There are icebreakers, content presentations, and neuroanatomy skills stations. The medical students demonstrate expertise in neuroscience content and other aspects of professional competence. The activity was also designed to offer students of diversified backgrounds the opportunity to affect their educational pathways through role modeling, mirroring, and mentorship. Was this change beneficial to both sets of students (medical and high school)?Results and discussionWe aim to determine the value of the near-peer relationship between the local 2022 Brain Bee finalists (high school students) (n=28) and university (medical) students (n=11). Participants were surveyed about their experience. Data were de-identified and grouped according to common themes. A thematic analysis was conducted on the data retrieved from the literature review. Data suggest that both high school and university (medical) students report benefits after participating in near-peer engagement at a grassroots neuroscience symposium. In this teaching model, the medical students are the more experienced instructors and transfer their knowledge and skills about the field to the high school students. The medical students have an opportunity to consolidate their personal learning and give back to the Grenadian community. While informal teaching occurs often, this type of near-peer engagement with students from the community helps medical students develop both personal and professional skills such as confidence, knowledge, and respect. This grassroots initiative is easily replicated in a medical curriculum. The major benefits experienced by the high school student participants (of various socioeconomic backgrounds) were access to educational resources. The symposium requires active engagement, fosters a sense of belonging, and promotes interest in pursuing careers in health, research, academia, and Science, Technology, Engineering, and Mathematics (STEM).ConclusionParticipating high school students of various genders and socioeconomic backgrounds gained equal access to educational resources and may select careers in health-related sciences. Participating medical students developed knowledge and teaching skills and engaged in a service-learning opportunity.

The suicide mortality rate per 100 000 population (SMRP) consistently decreased before the COVID-19 pandemic outbreak in Japan and then unexpectedly increased during the pandemic. However, the underlying mechanisms remain poorly understood. To identify trends in and factors associated with suicidal mortality and motives among students in Japan from 2007 to 2022. In this cross-sectional study, data on SMRPs among Japanese middle-school, high-school, and university students were obtained from the government suicide database Suicide Statistics of the National Police Agency. Age-dependent and temporal fluctuations in annual SMRPs, disaggregated by suicidal motive (7 categories and 52 subcategories), sex, and school, were analyzed using linear mixed-effect and joinpoint regression models, respectively. Total suicide numbers from 2007 to 2022 were as follows: 760 male middle-school students, 635 female middle-school students, 2376 male high-school students, 1566 female high-school students, 5179 male university students, and 1880 female university students. The mean (SD) student populations from 2007 to 2022 were as follows: 1 752 737 (81 334) male middle-school students, 1 675 572 (78 824) female middle-school students, 1 648 274 (67 520) male high-school students, 1 614 828 (60 032) female high-school students, 1 652 689 (32 724) male university students, and 1 229 142 (57 484) female university students. Among male students, the leading motives were school-related factors (underachievement and worrying about the future), followed by family-related and health-related motives. Among female students, school-related and family-related motives decreased, but health-related motives showed an age-dependent increase. The SMRPs of middle-school male students and female students were almost equal (mean [SD], 2.7 [1.0] vs 2.4 [1.4]), but the age-dependent increase in SMRPs among male students was pronounced (mean [SD], high-school vs university male students, 9.1 [2.4] vs 19.6 [3.0]; high-school vs university female students, 6.1 [2.4] vs 9.6 [1.8]). However, the incidence of suicide among high-school students associated with health-related motives was greater in female students. The majority of suicides associated with major impactable suicidal motives (school-related, health-related, and family-related motives) began increasing before the pandemic. Changes in SMRP associated with interpersonal relationships, such as conflict with classmates or parents, were not significant, but the rates increased greatly during the pandemic. School-related, health-related, and family-related problems were major motives, whereas the impacts of health-related and family-related motives increased and decreased with age, respectively. Notably, most SMRPs associated with major impactable motives (underachievement, conflict with a parent or classmate, and mental illnesses) had already begun increasing in the late 2010s, indicating that recent increasing SMRPs among school-aged individuals were associated with pandemic-related factors and other factors affecting this generation before the pandemic. It may be inappropriate to uniformly apply research findings based on school-aged individuals to school-based suicide prevention programs for students in middle school, high school, and university.

BackgroundThere is a worldwide trend to include engineering design in high school curricula as a bridge course to higher-level STEM education and to increase high school students’ interest in STEM fields. This study used a battlebot design curriculum to compare engineering design learning between high school and college first-year students and then proposed suggestions for curriculum planning that promoted the continuity of learning between different levels of engineering design education.ResultsThis study used the creative product analysis matrix (CPAM) and lag sequential analysis (LSA) to explore the possible similarities and differences between the two groups’ understanding of engineering design. The results show that college first-year students were significantly better than high school students in CPAM, but the two groups were similar in their reflections on engineering design behaviors, indicating that the noncumulative learning results must be taken seriously.ConclusionsHigher-order engineering design thinking skills take a longer time to develop than technical skills. For both high school and college first-year students, it is important to enhance their higher-order engineering design thinking skills to promote higher engineering design performance. Moreover, high school students could be provided with convenient processing tools and easy-to-use, hands-on techniques to increase their technical skills. Educators from institutions of higher education and K-12 schools should work together to develop pedagogical models that provide rigorous, well-rounded education and outstanding engineering design instructions to most effectively cultivate STEM talent.

Background: The Internet is becoming increasingly important in providing medical knowledge. Students facing such information-rich environment, may not pay adequate attention to appropriate use of information sources. Aim of the study:The study aimed to evaluate the use of Internet for obtaining medical information by high school students (HSS) and medical students (MS), especially during the COVID-19 pandemic.Material and methods:Two anonymous online surveys were distributed through social media among Polish HSS and MS. The questionnaires of 562 HSS and 332 MS, representing 12 medical universities, were analysed.Results:33,7% MS and 12,6% HSS use Internet to obtain medical knowledge several times a day. 63% of all students believe that the COVID-19 pandemic increased this frequency. To accomplish that, 76% MS and 61.6% HSS frequently use search engines. 61% MS and 30,4% HSS often use Wikipedia. News websites are often used by 58.7% HSS and 19,3% MS. Medical databases e.g. PubMed are usually used by 28% MS. Both MS and HSS rated the author's specialty overlapping with the issue as the most important factor affecting the reliability of medical information sources (4.14 and 5.51 points on a 0-5 scale, respectively). 62,4% MS believe medical studies have significantly changed their perception of the credibility of medical knowledge sources. 50% HSS and 42,5% MS, when encountering incorrect medical information, never take any action to clarify it. 87,4% MS and 70% HSS express the need for additional classes on COVID-19 in their school curriculum.Conclusions:The Internet is widely used by HSS and MS as a source of medical knowledge. It is important to emphasize the need to develop the ability to select reliable medical information among users of the virtual world. Students understand the need to evaluate the credibility of sources, however they often do not take any action when confronted with erroneous information.

P96 Evaluation of the Effect of an Online Dual Enrollment Nutrition Course for College and High School Students

The present investigation is essentially a descriptive study on Attitude and Awareness about Environment and Attitude towards Environmental Education of High and Higher School students in India. The study is conducted with the following purpose. To study the levels and to compare the Environmental Attitude, Environmental Awareness and Attitude towards Environmental Education of high and higher school students in India. To study the difference in Environmental Attitude and Environmental Awareness and Attitude towards Environmental Education among high and higher school students in India separately and together with respect to their background variables like, gender, academic qualification, length of experience and area of specialization. To study the main effect and interaction effect of Environmental Attitude and environmental Awareness on Attitude towards Environmental Education of the high and higher school students in India. In the present study, Environmental Attitude and Environmental Awareness and Attitude towards Environmental Education are considered as dependent variables and country, gender, academic qualification, length of experience and area of specialization are considered as independent variables. In the case of last objective, Attitude towards Environmental Education is considered as a dependent variable vi whereas environmental Attitude and Environmental Awareness are considered as independent variables.

Research Full Paper - Computer Science majors lack gender diversity in Brasília, Brazil. Women are an underrepresented minority group in these majors. At the University of Brasilia, one of the top ten universities in Brazil, female undergraduate students account for less than 15% of the students in the Department of Computer Science. In an effort to understand the lack of interest in Computer Science majors among women, this paper addresses the following research questions: 1)Are female students in high school aware that Computer Science majors are predominantly male? 2)Are families of girls from Brasília supportive of their enrolment in Computer Science majors? 3)Do girls from Brasília think that Computer Science majors need a lot of Math? 4)Do female students in high school think that it is difficult to get a job in the field of Computing, with a good salary, and sufficient leisure time? and 5)Which factors influence a female student's choice of a Computer Science major? We devised a questionnaire and applied it to female students in middle and high school on two occasions, in October 2011 (1391 responses) and in July 2019 (429 responses). This paper presents the analysis of the data from the responses, which indicates that the girls' perceptions of Computing have not changed in those years.

Social media use has become ubiquitous among schoolchildren. This study examined the association of social media use and posting regret with self-esteem among middle and high school students, and tested whether school type (i.e., middle vs. high school) could moderate these associations. Data on 6944 schoolchildren (mean age: 15.2 ± 1.8years) were derived from the 2019 cycle of the Ontario Student Drug Use and Health Survey, a biennial repeated cross-sectional survey of students in grades 7 through 12 across Ontario, Canada. Students self-reported time spent using social media, regret of posting on social media, and their self-esteem. Ordinal logistic regression analyses were adjusted for age, sex, subjective socioeconomic status, ethnoracial background, and body mass index z-score. The proportional odds model showed that middle (OR: 2.36; 95% CI: 1.65-3.36) and high school (OR: 1.72; 95% CI: 1.44-2.06) students with daily social media use of 5h or more have higher odds of lower self-esteem across the categories of self-esteem. However, daily use of 3 to 4h was associated with lower self-esteem among middle school students (OR: 1.52; 95% CI: 1.14-2.04), but notamong their high school counterparts (OR: 1.13; 95% CI: 0.94-1.35). Posting regret was associated with lower self-esteem in high school students, but not inmiddle school students. Results suggest that heavy social media use and posting regret are associated with lower self-esteem among adolescents, and that younger students could be more vulnerable than their older counterparts.