Shall We Continue Keeping High School Courses in Mechanical Engineering Curriculum?

General versus Vocational High Schools and Labor Market Outcomes in Turkey

Purpose The purpose of this paper is to estimate the causal effect of vocational high school (VHS) education on employment likelihood relative to general high school (GHS) education in Turkey using Census data. Design/methodology/approach To address non-random selection into high school types, the authors collect construction dates of the VHSs at the town level and use various measures of VHS availability in the town by the age of 13 as instrumental variables. Findings The first-stage estimates suggest that the availability of VHS does not affect the overall high school graduation rates, but generates a substitution from GHS to VHS. The OLS estimates yield the result that individuals with a VHS degree are around 5 percentage points more likely to be employed compared to those with a GHS degree. When the authors use measures of VHS availability as instruments, they still find positive and statistically significant effect of VHS degree on employment likelihood relative to GHS degree. However, once they include town-level controls or town fixed effects, IV estimates get much smaller and become statistically insignificant. Originality/value The authorsconclude that, although VHS construction generates a substitution from GHS to VHS education, this substitution is not transformed into increased employment rates in a statistically significant way.

Objectives This study attempted to examine the overall flow of how the general high school curriculum in Korea has been organized and operated in a time series.
 Methods To this end, this study used literature research methods to collect general high school curriculum docu-ments from the 1st curriculum to the 2022 revised curriculum, and analyzed changes by revision period, focusing on the general high school curriculum organization and operation system, subject organization, and time dis-tribution standards.
 Results First, it was confirmed that a general high school curriculum organization and operation system has been established and standardized, focusing on curriculum organization and time distribution standards. Second, it was confirmed that subjects suitable for the talents, aptitudes, abilities, and careers of general high school students have been properly imposed under the distinction between essential and optional. Third, in terms of efficiency in organizing and operating general high school curriculum, it was confirmed that the criteria for allocation and com-pletion time have been set in consideration of the situation of the local community and school, the needs of stu-dents, and the characteristics and contents of the subject.
 Conclusions First, it is necessary to implement a customized curriculum system optimized based on the student's career so that general high school students can develop their own talents, aptitudes, and abilities and pioneer ca-reers in terms of lifelong learning. Second, to organize and operate a customized curriculum for students, it is nec-essary to restructure the subject by career of general high school students and reorganize the subject in consid-eration of the nature, scope, role, status, and weight of the subject in terms of balance, sequence, and concentration. Third, as the class volume standard shifts from unit to credit, it is necessary to autonomously adjust the criteria and scope of the class time distribution and the completion credit for each subject if necessary at school rather than limiting the general high school course completion credit to the minimum amount of instruction.

This study explores factors enhancing the likelihood that three demographically disadvantaged groups of selective science high school graduates would complete a university STEM degree 4-6 years later. The target groups are labeled as disadvantaged in terms of STEM pipeline persistence compared to school peers, and include: (1) women, (2) those without a parent in a STEM field, and (3) those whose parents were not educated beyond high school. Employing Social Cognitive Career Theory as a conceptual framework, we focus on two categories of factors. Individual factors incorporate motivation and career intention brought to the high school experience. Environmental factors include graduates' high school experiences related to their STEM interest and capacity development. The individual variables include: STEM career intentions prior to high school, motivation for attending a specialized science high school, and motivation for pursuing advanced science courses in high school. Environmental factors include whether participants partook in an authentic research experience, had a mentor, felt they belonged at the school, maintained their interest in STEM as well as perceived intellectual capacity for STEM throughout high school. The results have promising implications for educational policy associated with STEM talented students.

Forensic chemistry distinguishes itself from other branches of chemical sciences by the necessity to cater to the requirements of both the scientific and legal communities. Its research, application, and presentation are uniquely geared towards meeting the needs of these two domains. Consequently, forensic chemistry research is inherently practical and derived, emphasizing metrology (the science of measurement) and validation. Forensic chemistry has evolved beyond its initial analytical origins and now encompasses a broader range of chemical sciences. As the field expands, established forensic practices are being reevaluated, extending beyond drug analysis and toxicology to encompass diverse areas such as combustion chemistry, materials science, and pattern evidence. Chemistry has been used more and more to help with criminal investigations and forensic chemistry has become an important topic of study for students at all levels of education. The excitement of carrying out chemical tests is increased with the chance to explore a criminal incident. Both educators and students are consistently intrigued by the prominence of chemistry in crime scene investigations depicted in television shows. Fingerprint analysis, a key component of forensic science, has been adapted for every educational level. From elementary school students creating fingerprints with ink to the exciting (and messy) activity of revealing latent fingerprints through dusting, educators have found engaging ways to incorporate forensic science lessons. Superglue, readily available commercially, allows anyone interested to show its capabilities for detecting latent prints. Forensic science or forensic chemistry courses in high school and postsecondary education often include experiments involving the revelation of latent fingerprints. Latent fingerprints are formed when a person touches a surface, leaving behind a nearly transparent chemical residue that mirrors their unique skin ridge patterns. Latent fingerprints are likely to be left on surfaces every time you contact or grab them. To improve the contrast between the fingerprint residue and the surface it has been applied on, many methods have been established. Abundant and resilient, latent prints are unintentionally left behind on the surfaces you touch daily. Specialized techniques can reveal many of these latent prints, highlighting their potential significance in forensic investigations.

The number of undergraduates entering computer science has declined in recent years. This is paralleled by a drop in the number of high school students taking the CS AP exam and the number of high schools offering computer science courses. The declines come at a time when career opportunities in CS continue to grow and computer science graduates are seen as crucial in building a globally competitive workforce for the 21st century. Efforts aimed at reversing the declining interest in computer science include curriculum revisions at the undergraduate level at many institutions, a re-design of computer science AP courses [1], and the inclusion of computational thinking into disciplines outside computer science [3].This panel discusses four projects of computer science researchers collaborating with high school teachers on integrating computing and computational thinking into their courses. The majority of the high school teachers involved is teaching science and math courses. They are teaching a diverse group of talented and college-bound students. The goal of all projects is to integrate computing into disciplines represented in the high school curriculum and to raise the awareness of computer science as an exciting and intellectually rewarding field.This panel will outline recent and on-going activities and interaction with high school teachers. Each panelist will describe how he/she got involved and the nature of the interaction. The panelists will talk about their individual projects, outline their visions for future interactions, and how their effort can be replicated by others. The session will briefly describe NSF's RET program which provided teacher support for three of the four projects. The session will then be opened for discussion; the audience will be encouraged to ask questions and contribute additional ideas for the inclusion of computational thinking in high school courses.

Over the most recent two decades, federal policy has urged high schools to embed applied science, technology, engineering, and mathematics (STEM) courses into the curriculum to reinforce concepts learned in traditional math and science classes as well as to motivate students’ interests and long-term pursuits in STEM areas. While prior research has examined whether these courses link to STEM persistence for the general student population, no work has examined the role of these courses for students with learning disabilities (LDs). This is a critical lapse, as these courses have been supported as being one path by which STEM material can become more accessible for students with diverse learning needs. Hence, this descriptive study examines the landscape of applied STEM course taking for students with LDs. The findings suggest students with LDs are less likely to take applied STEM courses in high school compared to the general population. Additionally, while the general population does benefit from taking these courses, there is a unique association between applied STEM course taking and advanced math and science course taking or math achievement for students with LDs. Hence, there is no evidence that applied STEM course taking is related to any closure of the STEM achievement gap for students with LDs.

RETURN TO ISSUEPREVNewsNEXTHIGH SCHOOL EDUCATION: More students taking math, scienceSTU BORMANCite this: Chem. Eng. News 1991, 69, 22, 4–5Publication Date (Print):June 3, 1991Publication History Published online12 November 2010Published inissue 3 June 1991https://doi.org/10.1021/cen-v069n022.p004Copyright © 1991 AMERICAN CHEMICAL SOCIETYArticle Views8Altmetric-Citations1LEARN ABOUT THESE METRICSArticle Views are the COUNTER-compliant sum of full text article downloads since November 2008 (both PDF and HTML) across all institutions and individuals. These metrics are regularly updated to reflect usage leading up to the last few days.Citations are the number of other articles citing this article, calculated by Crossref and updated daily. Find more information about Crossref citation counts.The Altmetric Attention Score is a quantitative measure of the attention that a research article has received online. Clicking on the donut icon will load a page at altmetric.com with additional details about the score and the social media presence for the given article. Find more information on the Altmetric Attention Score and how the score is calculated. Share Add toView InAdd Full Text with ReferenceAdd Description ExportRISCitationCitation and abstractCitation and referencesMore Options Share onFacebookTwitterWechatLinked InReddit PDF (333 KB) SUBJECTS:Students Get e-Alerts

Objectives The purpose of this study is to figure out the actual situation of the amount of learning, emphasis, teaching content, and teaching strategies of the required content of the general high school technology education courses in China by analyzing Chinese 2017 revised general high school first-grade technology textbooks. Methods In this study, the external and internal structures of textbooks were analyzed using the content analysis method and the descriptive research method. In the external structure of the textbooks, the layout, the total num-ber of pages in a large unit, and the number of illustrations were analyzed, and in the internal structure, the struc-ture of the content organization of each unit of the textbooks, the fields of content composition, and the weight of each field were analyzed. Results Chinese 2017 revised general high school first-grade technology textbooks were analyzed and evaluated for their external structure (the layout, the total number of pages in a large unit, and the number of illustrations) and internal structure (the structure of the content organization of each unit, the field of content composition, and the weight of each field). Finally, by comparing Chinese 2017 revised first-grade general high school technology textbooks with Korean 2015 revised general high school technology textbook, insights are drawn from the fea-tures that Korean technology textbook itself does not possess. Conclusions First, Chinese 2017 revised general high school first-grade technology textbooks, as compulsory textbooks, has achieved positive results in terms of facilitating school use and management, guaranteeing teach-ers' professionalism and learners' right to quality learning, and conforming to the orientation of the high school credit system. Second, in order to cultivate technological competence, the core strength of future human re-sources required by the Fourth Industrial Revolution and the hyper-connected society, the amount of learning content in Chinese 2017 revised first-grade general high school technology textbooks is about two times more than that in Korean general high school technology textbook. Third, most of Chinese 2017 revised first-grade technology textbooks are developed through the process of “large unit introduction, medium unit introduction, small unit (introduction, deployment, and organization), medium unit organization, and large unit organization”. Fourth, in Chinese 2017 revised first-grade technology textbooks for general high schools, the main organizing factor of the teaching content is design technology (drawing technology, model making), which focuses on the design of technological products.

Purpose The purpose of this study is to investigate the direction of elective courses of high school physical education in preparation for high school credit system by examining the awareness of physical education teachers of general high school and the selection of elective courses by school for elective courses of 2015 revised high school physical education. Methods We surveyed the perceptions of physical education teachers through questionnaires and examined cases of the current status of 65 general high school programs, The results were analyzed by frequency. Results The results of the study are as follows: First, physical education teachers know the purpose of the course, but they know only about the nature of the subject for some subjects. Second, There was little need to open specialized subject courses for general high school students wishing to enter the physical education field. It should be helpful to cultivate 'basic skills for physical education' in selection of elective subject according to the course of physical education. Students in general high schools regarded ‘attention and interest’ as the most important factor when selecting physical education subjects. Third, the selection schedule of physical education elective courses was the highest in <physical education>, and in most schools, 10 to 12 units of physical education degree were organized. Conclusions The conclusion of this study is that the high school physical education elective subjects need to fully reflect the social needs of the physical education and students' preferences, and the physical education and elective courses for general high school students wishing to enter the physical education department should be reconstructed.

이 연구의 목적은 강원도 춘천·원주·강릉 지역 일반고에서 진로교육 실태와 진로교육에 대한 교사의 인식을 조사하는 것이다. 이를 위해 강원도 세 지역 전체 교사를 모집단으로 360명의 교사를 무선표집하여 질문조사를 실시했으며, 이 중 수거된 291부를 분석해 일반고에서 진로교육 실태와 진로교육에 대한 교사 인식을 조사했다. 그 결과, 일반고 교사들은 진로교육 목표를 진학진로 결정 외 다양한 직업정보탐색, 진로계획수립 및 준비, 자기주도학습 방법탐색과 긍정적 자아개념 형성으로 여기고 있었다. 진로교육 교수학습방법으로 강의식 수업보다 협력학습, 토의·토론학습, 문제해결학습이 적합하다고 했다. 교사들은 협력학습평가, 과정중심평가와 선택형지필평가를 선호했으며, 포트폴리오법, 성장 참조평가, 면접법에 대한 인식은 부족한 것으로 나타났다. 학교에서 진로검사는 개인의 직업 선택을 위한 검사에 집중되어, 진로성숙도나 직업가치관 같은 진로 관련 검사는 소외되고 있었다. 진로상담은 대학 전공결정과 진로계획, 학습능력 향상을 위주로 하는 것으로 나타났으며, 진로프로그램도 대학 진로 위주로 구성·운영되고 있었으나, 교사들이 인식하는 진로프로그램은 운영 중인 프로그램과 다소 차이를 보이고 있었다. 교사들은 지역교육청 자체 상담 프로그램보다 학교 진로교육을 지원하는 역할을 선호했다. 이러한 결과를 바탕으로 일반고에서 진로교육을 위해 지원 및 보완되어야 할 부분을 논의했다.The purpose of this study was to investigate teachers perception and actual condition of career education in general high schools in Chuncheon, Wonju and Gangneungin area of Gangwon province. To achieve this objective, a total of 360 teachers were selected at random from a population and a survey was conducted. A total of 291 questionnaires were collected and analyzed, and high school teachers recognition regarding career education and the actual condition of career education was investigated. The results were as follows. Teachers thought that the objectives of career education were career decision for higher education, career planning and preparation, searching self-directed learning methods, and the formation of a positive self-concept. In career education, cooperative learning, debating and discussion learning, and problem based learning were selected more often than lecture based methods as adequate teaching and learning methods for career education. Teachers preferred cooperative learning evaluation, process-centered assessment, and multiple-choice evaluation over the portfolio method, growth-referenced evaluation and interview method in the evaluation methods of teaching and learning. The main test for career education were career choice tests, but career maturity tests and occupational value tests were rarely conducted. Career counseling were mainly concentrated on going to college, such as major decision making, career planning and improvement of learning ability, and programs of career education were organized to be focused on preparing for higher education. However, teachers recognition of career programs was different from organized programs in high schools. Teachers preferred local council’s supporting school career education rather than its providing counseling program. Based on these results, it was discussed that the areas to be supported and supplemented for career education in general high schools.

This article presents the findings of a study to determine the degree of consistency in what is taught and learned in high school and college-level introductory courses in geographic information science and technology (GIS&T). A content analysis identified sixteen topics that are generally representative of the knowledge, skills, and abilities developed in introductory undergraduate courses. The findings were used to propose a standard college-level survey course in GIS&T that could inform future efforts to introduce more academically rigorous GIS&T coursework in high schools, such as through the Advanced Placement Program.

The purpose of this study is to understand in-depth the context of the situation and the subjective meaning composition in the selection of vocational consignment education, the life process, and the process of returning to school and adaptation after the interruption, focusing on the experience story that constitutes the personal and social life of students who experience vocational consignment education in general high schools. Therefore, this study examined the selection and life process of vocational consignment education and the process of returning to school and adaptation after the interruption of consignment education by using narrative analysis method for the stories directly dictated by students of vocational consignment education in general high schools. The results of this study are as follows: First, the choice of vocational consignment education for general high schools considers one's aptitude and talent, and the interaction with the surrounding people and the composition of one's meaning play a very important role in the difference of the choice decision. Next, in the career consignment education life of general high schools, it was found that there was a great psychological and emotional reward that strengthened career awareness by having a sense of accomplishment or confidence due to the pride of preparing for the desired job in accordance with the aptitude and talent of the students, the support of the teacher, and the learning success experience coming from the consignment curriculum. However, there was a case where students in the consignment educational institution did not form a sense of identity or belonging properly. In addition, psychological and cultural factors such as the burden and difficulty of acquiring practical training and certification, the sense of heterogeneity felt in the collective culture among the consignment education students, the difficulties in communication and exchanges with the consignment education participants, and the reconsideration of their interests and interests through consignment education and the turning of their career goals to college were the complex factors that determined their return to school after the interruption of consignment education.

This study aims to measure the differences in technical efficiency of technical schools and general high schools that operate in the same neighbourhood in Athens city-centre. We choose ten pairs by nearby schools in distance or co-location including one technical school and one general high school per pair. The schools were divided into two groups; ten technical schools and ten high schools. Because of the heterogeneity across two groups of schools we used data envelopment metafrontier analysis. The results indicate that the group scores are high for high and technical school and the metafronier score of technical schools is very low. The results also indicate that the meta-technology ratio of high schools is higher than meta-technology ratio of technical schools proving the need for setting clear different objectives, processes and outcomes for the two types of schools of the Hellenic Educational System. The realized correlation analysis demonstrated the relation between the inputs and the metafrontier scores. Also, by defining the strong leading group (SLG) to be the the group of the general high schools have been developed some useful theoretical approaches on the performance evaluation of schools.

Estimating a Model of Qualitative and Quantitative Education Choices in France