Science in the High School

This study used the Relevance of Science Education (ROSE) survey (Sjoberg & Schreiner, 2004) to examine topics of interest and perspectives of secondary science students in a large school district in the southwestern U.S. A situated learning perspective was used to frame the project. The research questions of this study focused on (a) perceptions students have about themselves and their science classroom and how these beliefs may influence their participation in the community of practice of science; (b) consideration of how a future science classroom where the curriculum is framed by the Next Generation Science Standards might foster students' beliefs and perceptions about science education and their legitimate peripheral participation in the community of practice of science; and (c) reflecting on their school science interests and perspectives, what can be inferred about students' identities as future scientists or STEM field professionals? Data were collected from 515 second year science students during a 4-week period in May of 2012 using a Web-based survey. Data were disaggregated by gender and ethnicity and analyzed descriptively and by statistical comparison between groups. Findings for Research Question 1 indicated that boys and girls showed statistically significant differences in scientific topics of interest. There were no statistical differences between ethnic groups although. For Research Question 2, it was determined that participants reported an increase in their interest when they deemed the context of the content to be personally relevant. Results for Research Question 3 showed that participants do not see themselves as youthful scientists or as becoming scientists. While participants value the importance of science in their lives and think all students should take science, they do not aspire to careers in science. Based on this study, a need for potential future work has been identified in three areas: (a) exploration of the perspectives and interests of non-mainstream students and urban students whose representation in this study was limited; (b) investigation of topics where students expressed low interests topics; and (c) development and design of authentic communities of practice in the science classroom.

New Zealand Journal of GeographyVolume 117, Issue 1 p. 24-28 Teaching for a Sustainable Future: Work in Progress at Christchurch Girls' High School Jocelyn Papprill, Corresponding Author Jocelyn Papprill Jocelyn Papprill is Head of Geography at Christchurch Girls' High School, and regional representative on the Board of Geography Teachers. She, along with a colleague from the school's Science department, Dr Felicity Cutten, developed and implemented a Year 12 Environmental Education course called ‘Sustainable Futures’.pl@chgirls.school.nzSearch for more papers by this author Jocelyn Papprill, Corresponding Author Jocelyn Papprill Jocelyn Papprill is Head of Geography at Christchurch Girls' High School, and regional representative on the Board of Geography Teachers. She, along with a colleague from the school's Science department, Dr Felicity Cutten, developed and implemented a Year 12 Environmental Education course called ‘Sustainable Futures’.pl@chgirls.school.nzSearch for more papers by this author First published: 15 May 2008 https://doi.org/10.1111/j.0028-8292.2004.tb00032.xCitations: 1 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume117, Issue1April 2004Pages 24-28 RelatedInformation

Previous articleNext article FreeThe Place of the Numerical Problem in High-School PhysicsD. P. Randall, J. C. Chapman, and C. W. SuttonD. P. Randall Search for more articles by this author , J. C. Chapman Search for more articles by this author , and C. W. Sutton Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Volume 26, Number 1Jan., 1918 Article DOIhttps://doi.org/10.1086/436845 Views: 20 Citations: 4Citations are reported from Crossref Journal History This article was published in The School Review (1893-1979), which is continued by the American Journal of Education (1979-present). PDF download Crossref reports the following articles citing this article:L. R. Kilzer The mathematics needed in high school physics, General Science Quarterly 14, no.11 (Aug 2011): 335–344.https://doi.org/10.1002/sce.3730140110Hans C. Gordon SOME NEW-TYPE TEST FORMS IN HIGH SCHOOL PHYSICS, School Science and Mathematics 27, no.77 (Mar 2010): 721–733.https://doi.org/10.1111/j.1949-8594.1927.tb05275.xAugust Dvorak A study of achievement and subject matter in general science, General Science Quarterly 10, no.44 (Aug 2011): 525–542.https://doi.org/10.1002/sce.3730100403 MINUTES OF THE CHEMISTRY SECTION, School Science and Mathematics 20, no.33 (Mar 2010): 240–251.https://doi.org/10.1111/j.1949-8594.1920.tb12546.x

This study investigated the factors that contribute to the non-science students’ lack of interest in school science through the use of a 27-item questionnaire. This assisted in comparing the male and female non-science students’ lack of interest in school science. There were 259 male and female students from three senior high schools in three District Assemblies of the Ashanti Region of Ghana who participated in the study. Quantitative data were collected from the 259 students through a cross-sectional survey. The research questions were answered with mean, standard deviation, percentage, boxplot, and independent-samples t-test. The results of the study have shown that the factors that contribute to students’ lack of interest in school science include as higher demands of students’ time in learning science, less practical nature of science teaching and learning, failure of science students with larger aggregate from high school to gain admission into tertiary institutions, too broad nature of science content, lack of sponsorship for science students, school science as difficult subject compared to others, and teaching of science is a transmission of knowledge from science teachers or textbooks to students. The results of the study have further shown that there was a statistical significant difference between the mean scores of male and female non-science students’ lack of interest in school science. Science teachers are therefore encouraged to adopt strategies that could encourage students to develop and show interest in science related subjects and courses. Key words: factors; lack of interest; male and female; non-science students; school science.

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

Since the entrance of the graduates of technical high schools to engineering programs is hindered, in application, the graduates of general or science high schools only are accepted to engineering education. For these students, four years are not sufficient to teach the basic and the related application courses of the profession. Looking at the existing curriculum of mechanical engineering, it can be seen that in the 1st Year, the physics and chemistry courses repeat the content of the ones given in high school education. The current approach considers the students as they come to university with inadequate and incomplete knowledge and therefore not ready to follow the engineering science courses. This approach underestimates and denies the high school education contrary to the main objective of its curriculum. The main objective of high schools (secondary schools) is expressed in the Laws and Regulations with such a statement: “General high schools do not prepare students for a specific profession but rather for higher education”. Today, the existing curriculum of Mechanical Engineering is to be renewed by some new science and application courses to satisfy the demands of labor market. However, the total course credit limit prevents such a renewal. In the face of this dilemma, the answer to this question becomes important: Should the university really repeat high school physics and chemistry? In science high schools and in science branch of general high schools the science and mathematics courses have the major importance. The students are well educated on physics, chemistry, biology and mathematics. They are provided with the necessary science and mathematics background that is required in engineering education. Although only the well-educated graduates of science and general high schools are admitted to engineering programs and the students are already ready to follow the engineering science courses thanks to their high school background, unfortunately in some universities (in Turkey in all) science courses part of engineering curricula is filled by physics and chemistry courses with the same content of the ones taught in high school.

Sleep Data Lead Large School System to Push Back High School Start Times

School Science and MathematicsVolume 14, Issue 1 p. 6-13 ESSENTIALS OF A PRACTICAL COURSE IN BIOLOGY George C. Wood, George C. Wood Boys' High School, Brooklyn, N. Y.Search for more papers by this author George C. Wood, George C. Wood Boys' High School, Brooklyn, N. Y.Search for more papers by this author First published: January 1914 https://doi.org/10.1111/j.1949-8594.1914.tb15965.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Volume14, Issue1January 1914Pages 6-13 RelatedInformation

The purpose of this study is to empirically prove the differences in understanding. The formulation of the problem is to empirically prove whether there are differences in the understanding of students from high school with a science major and high school majoring in social studies on the basic concepts of accounting. The basic concept of accounting in this study uses the variables of assets, liabilities, and capital. This research was conducted at a private university in West Java. The data is primary data, and the data collection technique is using a questionnaire. The population and sample in this study were 52 students majoring in accounting for the 2019-2020 class based on certain criteria. The data analysis technique of this research is descriptive statistical analysis, using validity, reliability and Kruskal Wallis difference test with IBM SPSS Statistics version 23 to measure the level of understanding of students from high school majoring in science and high school majoring in social studies on the basic concepts of accounting. The results of this study stated that only the variable Capital (Equity) had a significant difference in understanding between students from high school majoring in science and high school majoring in social studies. Where the other two variables, namely Assets and Liabilities, show that there is no significant difference in understanding between students from Senior High School from the Science Department and Senior High School from the Social Sciences Department.

Research Article| October 01 1991 How Problems Can Help Christopher Cratsley Christopher Cratsley Search for other works by this author on: This Site PubMed Google Scholar The American Biology Teacher (1991) 53 (7): 390–392. https://doi.org/10.2307/4449342 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Twitter LinkedIn Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Christopher Cratsley; How Problems Can Help. The American Biology Teacher 1 October 1991; 53 (7): 390–392. doi: https://doi.org/10.2307/4449342 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentThe American Biology Teacher Search This content is only available via PDF. Copyright 1990 National Association of Biology Teachers Article PDF first page preview Close Modal You do not currently have access to this content.

General Science QuarterlyVolume 1, Issue 1 p. 46-53 Article General science in the junior high school at Rochester Harry A. Carpenter, West High School, Rochester, N. Y.Search for more papers by this author Harry A. Carpenter, West High School, Rochester, N. Y.Search for more papers by this author First published: November 1916 https://doi.org/10.1002/sce.3730010111Citations: 1AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinked InRedditWechat Citing Literature Volume1, Issue1November 1916Pages 46-53 RelatedInformation

The aim of this study is to reveal differences between attitudes and approaches of students from different types of high school and the first grade of university towards problem solving in chemistry. For this purpose, the scale originally developed by Mason and Singh (2010) to measure students’ attitude and approaches towards problem solving in physics (AAPS), was adapted for chemistry. The Attitudes and Approaches to Chemistry Problem Solving (AACPS) scale included Likert-type items and was conducted with 552 students from science (2), regular (2), and vocational (2) high schools, plus one university. No statistically significant difference were found among high schools, but there was between high school and university students, and between female and male students in terms of their attitudes and approaches towards problem solving in chemistry. University students demonstrated more expert-like attitudes towards problem solving, and science and regular high school students were similarly expertlike, while the vocational high school students were rather novice-like. The results obtained through the AAPS physics attitude scale conducted in the same sample group were compared with results of the chemistry scale. Variances between these attitudes and approaches towards problem solving in both chemistry and physics were analyzed and some suggestions made.

Esta investigación pretende establecer la relación entre el rendimiento académico en Educación Media y el rendimiento académico en la universidad, enfatizando en el aprovechamiento en Ciencias Naturales y Matemáticas. El estudio es descriptivo correlacional y las variables fueron, el rendimiento académico en Educación Media, los Indicadores de Rendimiento y la Trayectoria escolar. Se determinó la correlación entre las variables a través del coeficiente de correlación de Spearman. Los resultados permitieron determinar que existe una relación positiva entre el rendimiento académico en Educación Media y la Trayectoria Escolar y una relación muy débil entre el rendimiento en Ciencias Naturales y Matemáticas en Educación Media con relación al obtenido en la universidad . DOI: http://dx.doi.org/10.22518/16578953.748

Recently, through the support from the Obama administration, the traditional STEM curricula (science, technology, engineering, and mathematics) in high schools are being updated with integrated, applied STEM courses (e.g., technology and engineering) in order to enhance the “real world” applicability of scientific fields and ultimately to strengthen the link between what students learn in high school and college major choice. Using longitudinal survey and transcript data, this study examines whether taking these applied STEM courses in high school can predict higher odds of declaring a STEM major in college. The findings reveal that taking applied STEM courses in high school is associated with a higher probability of declaring a STEM college major for four-year students. Moreover, applied STEM course-taking is highly predictive of declaring an applied STEM major. Implications are discussed.

This research is aimed to determine which graduate constructivist learning environments are provided in religious culture and moral knowledge courses by making researches on student’s perceptions. On the other way, students’ views about constructivist learning environments who receive education at secondary education, their perception during courses, learning environment provided in religious culture and moral knowledge courses, and in which graduate constructivist learning environment specifications are formed are within the compass of this research’s goals. In this research, a descriptive survey design was used. The studying universe of this research is high school students in Erzurum city center. The research was carried out with 365 students in five schools; Anatolian high school, science high school, imam hatip high school and vocational high school. We used the development of a scale on assessing constructivist learning environments as the data collection tool by taking the necessary official permission. The scale practiced on the determined sample was primarily computerized and the data was subjected to outlier analyze. In the process of searching for answers to the research we used t Test for Independent Sample, Analysis of Variance ANOVA and Kruskal Wallis H Test. Students’ perceptions towards the education environment in religious culture and moral knowledge courses don’t change respectively according to their sex and the classroom educative graduate in which they take education but on the other hand, it has been observed that this perception factor change distinguishably by their school and AGNO. In the result of the research, we observed that student’s perception of constructivist learning environments in religious culture and moral knowledge courses is higher at science high school and social sciences high schools than the other school type. School and students educative succeeding graduate effect constructivist learning environments perception and so the cases in which constructivist learning environments perception is high are observed in the schools whose educative succeeding have a high level.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0011/a.php" alt="Hit counter" /></p>