The Place of the Numerical Problem in High-School Physics

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.

O presente trabalho apresenta o estado da questão sobre a formação inicial de professores para introdução de Física Moderna e Contemporânea no Ensino Médio. A investigação ocorreu na emergência de 14 artigos advindos da seleção em periódicos classificados como A1 e A2 pelo Qualis CAPES na área do Ensino, do Simpósio Nacional em Ensino de Física e do Encontro de Pesquisa em Ensino de Física, dos últimos 10 anos. Com a análise realizada encontramos duas categorias emergentes: “Racionalidade técnica como prática do professor formador: consequências para a introdução de Física Moderna e Contemporânea no Ensino Médio” e “Formação inicial de professores para a introdução de Física Moderna e Contemporânea no Ensino Médio: A interação, o diálogo e a pesquisa como pilares da prática do professor formador”. Diante das discussões realizadas argumentamos que a interação, o diálogo e a investigação como princípios de ensino do professor formador, possibilitam a inserção da Física Moderna e Contemporânea no Ensino Médio.

This is a 6-year study of academically talented students, 12 to 16 years old, who completed a 1-year course in high school biology, chemistry, or physics in 3 weeks at a residential summer program. Students demonstrated subject mastery by taking College Entrance Examination Board (CEEB) science achievement tests. Their mean scores were higher than those of high school juniors and seniors. Also examined were the relationships between students' achievement in science and mathematical and verbal aptitude test scores, or age. Mathematical ability seemed to be a better predictor of science achievement than verbal ability. Except for biology, there was no significant relationship between achievement and age. Follow-up studies of achievement indicated that students aecelerated in science performed well in subsequent science courses at their regular schools. The study suggests that academically talented students could begin high school sciences earlier than is currently allowed in most American schools.

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.

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

This study aims to determine the effect of the cooperative learning model Think Pair Share assisted by animation media on learning outcomes of physics in high school. This study was held in SMA Negeri 30 Jakarta. This study used a quasi-experimental method with a nonrandomized pre-test post-test design. The research sample was taken using purposive sampling thus that the experimental class and control class were obtained. The experimental class uses a cooperative learning model Think Pair Share assisted by animation media, while the control class uses direct instruction. The results showed that the learning outcomes of experimental class students were higher than the learning outcomes of control class students. It can be seen from the post-test average value of experimental class = 83,17 and the control class = 78,75. This post-test resuls were tested using the t-test, resulting tcount = 5,429 and ttable = 1,667. Based on the results of t-test, the value of tcount > ttable, means H0 is rejected and Ha is accepted. Then, the conclusion is cooperative learning model Think Pair Share assisted by animation media has an effect on learning outcomes of physics in high school.

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 paper reports results of intensive field work in urban high school mathematics and science classrooms based on research with students attending eight high schools located in large, disparate urban sites across the U.S. During the course of our observations and interviews we recorded students’ activities as well as their impressions of classroom processes over the course of a week in each classroom using the Experience Sampling Method (ESM). ESM allows students to record information about their classroom experiences at intervals during daily mathematics and science classroom lessons. We measured levels of student engagement and examined relationships between student engagement and an array of predictors. We take a social organizational approach to interpreting classroom processes, examining the extent to which classroom activities influence student perception of class and communication among students and how these intervening factors affect student engagement during on-going classroom activities. Results suggest that there is variation between group members’ reactions to classroom activities. Specifically, as an example, Latino Students in Chicago, Miami and El Paso were far more engaged and responsive to classroom lessons during the time they spent in small problem-solving groups during class. Student Engagement in High School Mathematics and Science.

Using data drawn from the National Longitudinal Study of the High School Class of 1972, this study examined 16 variables classified into categories of family background, high school experience, academic ability, life-goal orientations, and extent of education planned that might influence women’s entry into male-dominated fields of study in higher education. Results indicate that women in male-dominated fields have higher academic ability and more course work in science and mathematics in high school, and that they are more work-oriented than women in traditional fields. Results also indicate that family influence on women’s entry into male-dominated fields is not significant.

The conceptual design of a large airliner was used to focus a 3-quarter-hour Introduction to Aerospace Engineering, taught to 39 first-quarter freshmen. Starting from high school physics, chemistry and mathematics, the students completed several engineering assignments, and 2-person team designs of their aircraft to mission specifications. The course went on to introduce space flight issues, and a perspective on the various fields of engineering. Student performance, and assessments of the course, showed high levels of enthusiasm and participation. Many aspects of design, usually postponed to the senior capstone course, are seen to be appropriate for introduction to first-quarter freshmen. INTRODUCTION The questions posed in this paper are: a) To what level can students coming fresh out of high school learn Flight Vehicle Design, in their first 8 weeks in college? and b) will they appreciate the experience? The genesis of these questions, and the process of answering them, are described below. Figure 1 summarizes the structure and philosophy of the course. Many of our students come to college with an abstract idea of exploring the unknown, flying free into the blue sky, and reaching out into distant worlds. The rest want to create things that move fast and fly. They come from a wide spectrum of backgrounds, but each has an excellent record of achievement in high school. Far too many of these students are lost to us by the sophomore year, and some of the reasons are specific to AE. Some drop out because the expectation levels are beyond anything they had encountered before, and they are unable to adjust to this early enough. Others are lost because they cannot get excited about some of the prerequisites for engineering courses, and decide that engineering is not for them. A greater fraction, being good at anything they do, find themselves following their classmates, the majority of whom are enrolled in Mechanical and Electrical Engineering. They hear too often that these disciplines are much more “general” than A.E., and that A.E. is “too hard”. These superstitions are general, both worldwide and through the decades. In the mid-90s, attrition rates climbed as bad news kept pouring in from the traditional employers of A.Es. Getting into Trouble The Introduction to Aerospace Engineering course has existed for a long time, intermittently. Its advocates pointed to the perspective and motivation it provided; its detractors called it an “easyA” waste of a good 3 credit hours on PR movies and picnics, which delayed the weeding-out of those who would not survive the “real” courses. A few years ago the course was re-worked and

Previous articleNext article No AccessA New Use of Randomization in Experimental Curriculum EvaluationHerbert J. Walberg and Wayne W. WelchHerbert J. Walberg Search for more articles by this author and Wayne W. Welch Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Volume 75, Number 4Winter, 1967 Article DOIhttps://doi.org/10.1086/442821 Views: 3Total views on this site Citations: 26Citations 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). Copyright 1967 University of ChicagoPDF download Crossref reports the following articles citing this article:Joy Cumming, Adrian Coulston, John Elkins Planning for incomplete data collection in educational research, Research Papers in Education 2, no.11 (Jul 2006): 31–46.https://doi.org/10.1080/0267152870020103Barry J. Fraser Learning environment in curriculum evaluation: A review, Evaluation in Education 5, no.11 (Jan 1981): 1–93.https://doi.org/10.1016/0191-765X(81)90014-8VICTOR L. WILLSON Research Techniques in AERJ Articles: 1969 to 1978, Educational Researcher 9, no.66 (Jul 2016): 5–10.https://doi.org/10.3102/0013189X009006005Frances Lawrenz The stability of student perception of the classroom learning environment, Journal of Research in Science Teaching 14, no.11 (Jan 1977): 77–81.https://doi.org/10.1002/tea.3660140113Frances Lawrenz Student perception of the classroom learning environment in biology, chemistry, and physics courses, Journal of Research in Science Teaching 13, no.44 (Jul 1976): 315–323.https://doi.org/10.1002/tea.3660130405William H. Ward A test of the association of class size to students' attitudes toward science, Journal of Research in Science Teaching 13, no.22 (Mar 1976): 137–143.https://doi.org/10.1002/tea.3660130206Frances Lawrenz The relationship between science teacher characteristics and student achievement and attitude, Journal of Research in Science Teaching 12, no.44 (Oct 1975): 433–437.https://doi.org/10.1002/tea.3660120415Wayne W. Welch The process of evaluation, Journal of Research in Science Teaching 11, no.33 (Sep 1974): 175–184.https://doi.org/10.1002/tea.3660110303Wayne W. Welch Review of the research and evaluation program of harvard project physics, Journal of Research in Science Teaching 10, no.44 (Dec 1973): 365–378.https://doi.org/10.1002/tea.3660100411Wayne W. Welch, Arlen R. Gullickson A Strategy for Evaluating the NSF Comprehensive Program for Teacher Education, School Science and Mathematics 73, no.99 (Dec 1973): 759–767.https://doi.org/10.1111/j.1949-8594.1973.tb09166.xBikkar S. Randhawa, Lewis L. W. Fu Assessment and Effect of Some Classroom Environment Variables, Review of Educational Research 43, no.33 (Jun 2016): 303–321.https://doi.org/10.3102/00346543043003303Wayne W. Welch, Herbert J. Walberg A National Experiment in Curriculum Evaluation, American Educational Research Journal 9, no.33 (Jun 2016): 373–383.https://doi.org/10.3102/00028312009003373Gary J. Anderson Effects of Course Content and Teacher Sex on the Social Climate of Learning, American Educational Research Journal 8, no.44 (Jun 2016): 649–663.https://doi.org/10.3102/00028312008004649Wayne W. Welch, Herbert J Walberg Pretest and Sensitization Effects in Curriculum Evaluation, American Educational Research Journal 7, no.44 (Jun 2016): 605–614.https://doi.org/10.3102/00028312007004605Gary J. Anderson Effects of Classroom Social Climate on Individual Learning, American Educational Research Journal 7, no.22 (Jun 2016): 135–152.https://doi.org/10.3102/00028312007002135Herbert J. Walberg, Andrew Ahlgren Predictors of the Social Environment of Learning, American Educational Research Journal 7, no.22 (Jun 2016): 153–167.https://doi.org/10.3102/00028312007002153Herbert J. Walberg Predicting Class Learning An Approach to the Class as a Social System, American Educational Research Journal 6, no.44 (Jun 2016): 529–542.https://doi.org/10.3102/00028312006004529Herbert J. Walberg Class Size and the Social Environment of Learning, Human Relations 22, no.55 (Oct 1969): 465–475.https://doi.org/10.1177/001872676902200507Wayne W. Welch 4: Curriculum Evaluation, Review of Educational Research 39, no.44 (Jun 2016): 429–443.https://doi.org/10.3102/00346543039004429Herbert J. Walberg, Wayne W. Welch, Arthur I. Rothman Teacher heterosexuality and student learning, Psychology in the Schools 6, no.33 (Jul 1969): 258–266.https://doi.org/10.1002/1520-6807(196907)6:3<258::AID-PITS2310060307>3.0.CO;2-KRobert L. Baker 4: Curriculum Evaluation, Review of Educational Research 39, no.33 (Jun 2016): 339–358.https://doi.org/10.3102/00346543039003339Gary J. Anderson, Herbert J. Walberg, Wayne W. Welch Curriculum Effects on the Social Climate of Learning: A New Representation of Discriminant Functions, American Educational Research Journal 6, no.33 (Jun 2016): 315–328.https://doi.org/10.3102/00028312006003315Wayne W. Welch Correlates of courses satisfaction in high school physics, Journal of Research in Science Teaching 6, no.11 (Mar 1969): 54–58.https://doi.org/10.1002/tea.3660060112Wayne W. Welch, Herbert J. Walberg, Andrew Ahlgren The Selection of a National Random Sample of Teachers for Experimental Curriculum Evaluation, School Science and Mathematics 69, no.33 (Mar 2010): 210–216.https://doi.org/10.1111/j.1949-8594.1969.tb08443.xHERBERT J. WALBERG, GARY J. ANDERSON The Achievement-Creativity Dimension and Classroom Climate*, The Journal of Creative Behavior 2, no.44 (Dec 2011): 281–291.https://doi.org/10.1002/j.2162-6057.1968.tb00118.xWayne W. Welch, Robert G. Bridgham Physics Achievement Gains as a Function of Teaching Duration*, School Science and Mathematics 68, no.55 (Mar 2010): 449–454.https://doi.org/10.1111/j.1949-8594.1968.tb15413.x

The disparity in persistence between males and females studying physics has been a topic of concern to physics educators for decades. Overall, while female students perform as well as or better than male students,1 they continue to lag considerably in terms of persistence. The most significant drop in females studying physics occurs between high school and college.2 Since most female physicists report that they became attracted to physics and decided to study it further while in high school, according to the International Study of Women in Physics,3 it is problematic that high school is also the stage at which females begin to opt out at much higher rates than males. Although half of the students taking one year of physics in high school are female, females are less likely than males to take a second or Advanced Placement (AP) physics course.4 In addition, the percentage of females taking the first physics course in college usually falls between 30% and 40%.1 In other words, although you may see gender parity in a first high school physics course, this parity does not usually persist to the next level of physics course. In addition, even if there is parity in a high school physics course, it does not mean that males and females experience the course in the same way. It is this difference in experience that may help to explain the drop in persistence of females.

The present work deals with possibilities for contribution of the Theory of Social Representations (TSR) as a reference for group learning, with techniques and methodologies that are specific to it, to facilitate the teaching of Quantum Physics in High School, allowing to investigate, for example, if students have conceptions linked to Quantum Mysticism. The main objective is to evaluate how this psychosocial theory can be used for the research community in Science Teaching. We present theoretical results, based on an analysis of the TSR and a brief literature review, as well as empirical results from the application of questionnaires in high school (Study 1, N = 291), as well as during the application of a Didactic Module in a classroom with 34 students (Study 2, N = 34). We proceeded with the construction of similarity networks via a software used in Social Psychology (IRAMuTeQ), networks that are graphic representations of a verbal association test, which can give indications of what the Social Representation of students looks like. We conclude that the TSR is relevant for the introduction of Quantum Physics in High School, allowing the formation of an adequate scientific literacy, with emphasis on conceptual learning, in which the TSR is taken as a reference for group learning.

Leslie H. Tharp (1940-1981) grew up on a small farm in Bowman, North Dakota. Afterwards he recalled the hardship of farming and, in fantasizing about desirable alternative forms of life, ruled out the fa miliar leisurely pastoral ideal. He took correspondence courses on ad vanced science and mathematics in high school and entered MIT in 1958 as a National Merit Scholar. He continued there with the Wood

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