High School Classrooms Research Articles

The use of ChatGPT as a learning tool to improve foreign language writing in a multilingual and multicultural classroom

The association of Artificial Intelligence (AI) and education has attracted researchers’ attention, as it is very beneficial for learners affecting the whole teaching procedure. ChatGPT, an AI language model developed by OpenAI and based on the Generative Pre-trained Transformers (GPT)-3.5 architecture, though newly introduced in November 2022, became very popular even within the first two months. Researchers have already explored and acknowledged the affordances of ChatGPT for language learning and teaching. In this context, the study aimed to examine the effectiveness of ChatGPT as a feedback tool on foreign language writing, especially for socially vulnerable populations, such as refugees/migrants, who face extra language difficulties. The study was conducted in a Junior High School (Gymnasium) classroom in an urban city in south Greece, which consisted of 8 students with a migrant/refugee background aged 15 years old who were attending German as a foreign language learning. The focus of the study was to analyze how the use of ChatGPT could improve foreign language writing in terms of vocabulary and grammar. After the students' first writing attempt, we asked ChatGPT to enhance the vocabulary and grammar of the texts. In contrast, the students received an improved version in terms of language and grammar, and then, they were asked to produce another writing piece of work on a similar topic to their first attempt. The study results indicated an increase in the total number of words, the unique words and the average word number per sentence in the improved version of their work. Overall, the study results were promising, indicating that ChatGPT could act as a language learning tool and support the teaching procedure, especially for students with a refugee/migrant background. However, further research is needed to investigate its use and effectiveness in diverse contexts.

Impacting Career Choices of Historically Underserved Secondary Students by Designing Near-Peer Directed Acid-Base Thematic Laboratory Activities to Enhance STEM Interest.

The current study describes preliminary findings from the Xavier University of Louisiana Mobile Outreach for Laboratory Enrichment (XULA-MOLE) project, which is a collaboration between Xavier University of Louisiana (XULA), a Historically Black and Catholic University, and participating 9th-12th grade classrooms in the central New Orleans area with a historically underserved student population. The project described here is geared toward providing laboratory enrichment to enhance student learning and impact student career interest in STEM fields, especially in classrooms with a much-needed "hands-on" laboratory experience which is unavailable due to a lack of resources. In this case study, we will present and discuss the inquiry-based laboratory modules for the topic area of acids and bases. These modules were created with careful thought and revision by XULA undergraduate STEM students. The experimental modules were based on the curriculum that participating teachers were discussing in the high-school classroom during the semester. The active-learning efforts were carried out during 6 weeks of the semester to provide a sustained and impactful resource for the participating classrooms. Since both groups of students (XULA-MOLE students and the high school students) were from underrepresented groups there was a strong sense of shared interest and dynamic near-peer mentorship. The project outcomes were measured using both formative and summative assessments indicative of preliminary successes in impacting career interests and increasing the content knowledge of participating high-school students.

Teaching complexity in biology through agent-based simulations: the relationship between students’ knowledge of complex systems and metamodeling knowledge

Real-world complex systems research seeks to understand how systems in the world can follow the same rules of complexity. Scientists have found similarities in processes—such as self-organization, micro-to macro-level emergence, and feedback loops—in seemingly disparate phenomena such as the spread of infectious diseases and how traffic patterns are formed. Our project, BioGraph 2.0, was developed to respond to the issue of students’ disjointed understanding of biology due to the fragmented nature of how high school biology is taught in high school classrooms. We hypothesized that by framing multiple biology concepts through the lens of complexity using dynamic simulations, or models featuring complex systems processes, students would be able to see complex systems as a unifying concept throughout biology. We built a series of units modeling phenomena on biological concepts such as gene regulation, ecology, and evolution using an agent-based modeling tool called StarLogo Nova. While previous research over the last decade of this project has highlighted students’ growth in complex systems understanding, in this study, we explored the relationship between complex systems and agent-based models. We investigated pre and post intervention data from over 300 high school students to determine how their metamodeling knowledge influenced their understanding of complex systems. Through a regression analysis, we demonstrate that growth in students’ modeling understanding significantly predicted growth in complex systems understanding. We further triangulate our findings with interview data from students who highlight the importance of the modeling tool to support their complex systems learning.

Building a community of allies and upstanders: Using The Assignment to disrupt hate, bias and antisemitism

PurposeRecognizing that hate crimes and antisemitic attacks are increasing, the purpose of this article is to discuss ways The Assignment by Liza Wiemer, a contemporary young adult novel that depicts curriculum violence and its effects on students, acts as a “disruptor” in young adult literature. The authors present a rationale for using young adult literature on The Holocaust in high school classrooms to challenge the status quo and identify ways to become upstanders in the face of hate.Design/methodology/approachThrough a content analysis using a critical literacy framework, the authors analyzed The Assignment for pedagogical ways to use the novel to challenge educators and students to examine and rethink how they feel about hate, bias and antisemitism.FindingsFour ways the novel can be used as a disrupter were identified: text structure and language, pedagogical practices and curriculum violence, the student/peer/authority figure power dynamic and challenging accepted beliefs that can lead to bias, hate and antisemitism.Practical implicationsAlthough all individuals can be impacted by hate and antisemitism, this article focuses on young adults as they are the novel’s target audience. However, the authors believe people of all ages have the potential to disrupt societal practices and become upstanders and suggest ideas in this article be applied broadly to other novels and teaching situations.Originality/valueA focus is on the ways the novel can build a community of allies and upstanders – students as agents of change rather than complacent bystanders. As bias, hate and antisemitism are on the rise, this article presents a unique way to combat it through literature and critical discussion.

A COMPARISON OF PUBLIC AND PRIVATE HIGH SCHOOLS LEARNERS’ PERFORMANCE IN MATHEMATICS IN DISTRACT LAYYAH PUNJAB, PAKISTAN

The key purpose of the current study was to inspect the mathematics teaching and education performs of high schools educators and to recognize the break between present mathematics teaching performs in distract Layyah Punjab Pakistan and the finest teaching performs advocated through literatures. In teaching to understand this purpose, the researcher chosen a samples of 100 high school learners and 100 teachers. The sample of study were taken in two phases. In 1st phase 25 high school males schools and 25 government females schools were designated. Likewise 25 private males’ institutes and 25 females’ private institutes were also designated. 10 learners from every of the sample institutes were designated by mean of methodical random sampling method. The study was quantitative data gathering and examination expired parallel and the results accompaniment every other. The quantitative facts were composed with the help of two surveys tool 1 for learners and the other for educators. The reliability coefficient resulting in a pilot study designated that surveys were dependable sufficient to be used in the full study for data gathering. The outcomes presented a thoughtful gap among present and professed coaching and knowledge performs. It was too originated that educators did not even know what class room performs were recommended in instruction policy documents and the National Mathematics Curriculum. In the survey, it was piercing out that the argument and protest method is extremely used by the educators, though the class room comment exposed that the educators frequently used the drill and practice method. Educators give learners a guide for remembering numerous ideas and then practice it. Though numerous educators have spoken intangible considerate of mathematics, it is missing in class rooms. Problem solving teaching technique is claimed to be the best and operative repetition with the standard stated in Nationwide Curriculum Mathematics (2006), data presented that this repetition is infrequently used in mathematics class rooms. It is decided that Pakistani high school mathematics educators do not usage numerous of the finest mathematics instruction performs recommended in the literature. The study likewise observed that certain of the finest mathematics instruction practices are used in private institutes, which is illustrated in the teacher survey. It was recommended that teachers orientate themselves on the usage of the best mathematics instruction performs in high school class rooms. With the purpose of emerging a profounder conceptual considerate amongst learners. Moreover, educators may be given the chance to progress their individual knowledge and considerate of the best performs for coaching mathematics as recommended in national education policy and curriculum pamphlets. Furthermore, it is recommended that upcoming study may be lead to inspect how pre-service and in-service preparation makes middle school mathematics educators to usage the best performs in coaching mathematics.

Exploring the Efficacy of Automated Essay Scoring Systems in the Context of Korean EFL High School

Despite growing attention on the Automated Essay Scoring (AES) systems, it is difficult to find their actual use in Korean EFL high schools. Among various free and easily accessible AES systems available, this study aims to investigate the efficacy of three AES systems in the Korean EFL high school context: Grammarly, MS Editor, and ProWritingAid. To this end, the three AES systems were compared with two human raters in three aspects: scores reported on Korean EFL high school students’ writings, errors detected per error category, and errors detected per student writing. The t-test, ANOVA, and correlation analysis results have led to questions and doubts on the validity of the AES programs and their role as essay evaluators. While AES programs have shown growth, the AES programs are not yet comparable to human raters and teacher feedback. However, the AES programs do show potential as a supplementary tool in the Korean EFL context. Thus, a comparison of the three AES systems was examined in the hopes of finding the optimal choice of AES system. The findings provide information and insights on how AES systems may be implemented in Korean EFL high school classrooms, and further emphasized the importance of teachers’ role in implementing a new tool.

Challenges and Teaching Methods for Exceptional Learners in Science: Academic Performance and Teacher Perspectives in an Inclusive Junior High School Classroom

Challenges and Teaching Methods for Exceptional Learners in Science: Academic Performance and Teacher Perspectives in an Inclusive Junior High School Classroom

Supporting and Sustaining Equitable STEAM Activities in High School Classrooms: Understanding Computer Science Teachers’ Needs and Practices When Implementing an E-Textiles Curriculum to Forge Connections across Communities

While the last two decades have seen an increased interest in STEAM (science, technology, engineering, arts, and mathematics) in K-12 schools, few efforts have focused on the teachers and teaching practices necessary to support these interventions. Even fewer have considered the important work that teachers carry out not just inside classrooms but beyond the classroom walls to sustain such STEAM implementation efforts, from interacting with administrators to recruiting students and persuading parents about the importance of arts and computer science. In order to understand teachers’ needs and practices regarding STEAM implementation, in this paper, we focus on eight experienced computer science teachers’ reflections on implementing a STEAM unit using electronic textiles, which combine crafting, circuit design, and coding so as to make wearable artifacts. We use a broad lens to examine the practices high school teachers employed not only in their classrooms but also in their schools and communities to keep these equitable learning opportunities going, from communicating with other teachers and admins to building a computer science (CS) teacher community across district and state lines. We also analyzed these reflections to understand teachers’ own social and emotional needs—needs important to staying in the field of CS education—better, as they are relevant to engaging with learning new content, applying new pedagogical skills, and obtaining materials and endorsements from their organizations to bring STEAM into their classrooms. In the discussion, we contemplate what teachers’ reported practices and needs say about supporting and sustaining equitable STEAM in classrooms.

Predicting indoor particle concentration in mechanically ventilated classrooms using neural networks: Model development and generalization ability analysis

This study presents a comprehensive analysis of the model development (structure, parameter settings, and prediction accuracy) and generalization ability of neural networks in the classroom setting. A normalized database for model prediction and verification including indoor parameters from 27 high school classrooms over the course of four semesters was set up (a total of 14,112 sets of data for each variable). Three different models were compared: a back propagation artificial neural network (BP-ANN), a nonlinear autoregressive exogenous neural network (NARX), and a long-term and short-term memory neural network (LSTM). For the prediction of PM1 and PM2.5, which are impacted by outdoor PM concentrations, the best performance was achieved by the NARX model: the mean absolute percentage error (MAPE), root mean squared error (RMSE), and coefficient of determination (R2) were 41–55%, 0.45–1.27 μg/m3, and 0.81–0.87, respectively. The R2 of this model was 22% higher than that of the BP-ANN model and much higher than that of the LSTM model. For the prediction of indoor PM10, which are mostly emitted by indoor sources, relatively good performance was achieved by the LSTM model. The trained NARX model was used successfully to predict indoor time-series PM2.5 concentration and source strength in classrooms in five Chinese cities and five American cities. The calculated indoor source strength was 95.5–119.1 μg/h/P, within the range of the measured indoor source strength. The indoor PM2.5 concentrations calculated by a theoretical equation without the consideration of indoor source were 20.8–60.0% smaller than those calculated by the trained model.

Green Chemistry Teacher Professional Development in New York State High Schools: A Model for Advancing Green Chemistry.

Teaching green chemistry within the K-12 classroom has a positive impact on attitudes and perceptions of chemistry in society for future scientists and professionals, resulting in safer, less hazardous chemistry experiments and demonstrations. The state of New York has taken advantage of the benefits that green chemistry provide in the classroom and is a leader in professional development for high school teachers throughout the state. Between 2011 and 2016, Beyond Benign and Siena College implemented 14 workshops across the state as part of New York's Department of Environmental Conservation goal of reducing hazardous chemicals in schools. At these workshops, 224 teachers were introduced to green chemistry principles and practices and provided resources for replacing traditional laboratory experiments with alternatives that used safer materials. Two professional development models were implemented, a one-day introductory workshop and a three-day train-the-trainer style in-depth workshop, using collaborative, hands-on, intensive, and peer-learning techniques. In response to a 2021 follow-up survey, participants shared that they continue to use skills from the professional development they received and reported sharing about green chemistry with peers, parents, and administrators. The long-term engagement of the participants indicates that successful models were implemented to provide a path to develop teacher leaders. Professional development models are presented herein for sharing best practices and approaches for training high school teachers on green chemistry, providing numerous benefits to both teachers and students in high school classrooms.

Equipping high school classroom teachers to support physical activity

Most resources for movement integration in classrooms are for primary school teachers. Grounded in both Social Cognitive Theory (Bandura, 1986) and the Change Leadership model (Fullan, 2011), this intervention study investigated secondary students' and teachers’ thoughts about movement integration. During monthly workshops, research team members modeled and discussed strategies for integrating movement into secondary. Data included interviews with teachers (n = 8) and students (n = 8) and field notes. Supporting Fullan Change Model, teachers saw change and continued integrating movement in their practices after the project. Teachers welcomed new ways to engage their student through movement.

Promoting Positive Psychology in Senior High School

Nowadays, many high school students face massive pressure from studying and have less time for them to sleep, which causes them to have mental issues that need to be solved, such as depression or anxiety. Previous research has established that positive psychology is associated with broad attention, creative thinking, and holistic thinking, whereas negative emotions restrict focus on narrow attention in high school students. Based on positive psychology, this paper discusses an effective method of solving this issue. This paper takes 100 senior high school students as research samples through a questionnaire survey and observation method analysis. It is found that the positive psychology curriculum has played a positive role in the education of senior high school students. It proves that positive psychology is applicable in high school classrooms, although some improvements need to be made. This paper could help high schools and other institutions that educate students under 15 to above 18 to figure out a method for them to reduce the likelihood of high school students having mental problems through positive education.

Math Metaphors: Windows Into Mathematical Experiences

What tales would your students tell about their mathematical experiences? In this article, we describe a task, The Math Metaphor, and how it was utilized in a high school classroom as a window to explore students’ experiences with mathematics.

Nature Journaling in the High School Classroom

Many of today’s adolescents have little to no connection to their environments or the native plants and animals that share their spaces. This is primarily due to a significant decrease in the amount of time children spend outdoors now, compared with children in the mid to late 20th century, compounded by a lack of natural history and outdoor experiences in schools. Nature journaling is an effective way for life science teachers to get adolescents outside and incorporate nature studies into their lessons. Students engaged in regular, sustained nature journaling could experience an increase in literacy and critical thinking skills, an increase in understanding and connections to their native landscapes, and a decline in anxiety and depression.

Understanding the interaction between teacher and students in senior high school classroom

Education plays a central role in the formation of individuals and society. The relationship between teachers and students in the educational environment is a key factor that influences students' learning experiences and development. Teachers, as learning agents, have the responsibility to create an environment that supports students' academic and social growth. This research focuses on teacher-student interactions related to Academy Reaction and Social Reaction in class X students at SMA Muhammadiyah 4 Yogyakarta. In the context of lessons, including physics subjects, there has been no research that specifically examines teacher-student interaction relationships in the aspects of Academy Reaction and Social Reaction at SMA Muhammadiyah 4 Yogyakarta. This research aims to fill this knowledge gap and identify factors that influence students at these schools. This research provides valuable insight into the role of teachers in students' academic and Social Reactions and emphasizes the need to consider variations in teaching approaches to meet students' diverse needs.

The effects of ‘Pink and Blue, Crossing the Border’, arts integrated social studies creativity education lesson through a case of high school classroom

본 연구는 서울 S여자고등학교에 적용된 ‘핑크와 블루, 경계를 넘다’ 사회 · 예술 융합 창의교육 수업의 효과를 분석하고 이러한 수업 실천 및 시도가 사회과교육에 시사하는 가능성과 의의를 논의하는데 목적이 있다. 설계기반연구 방법을 도입한 본 연구는 수업 적용 및 평가의 과정에서 생성된 양적(사전 · 사후 설문조사) · 질적(학생의 수업 결과물 및 소감문, 교사의 수업적용보고서) 자료를 수집하고 혼합연구방법을 통해 수업의 효과를 분석하였다. 통계 분석 결과, 수업에 참여한 학생들의 교과 인식 및 창의 역량이 유의미한 수준으로 향상되었다. 교과인식 측면에서는 교과 가치와 교과 학습 자기효능감에서, 창의 역량에서는 확산적 사고력과 문제해결력 측면에서의 변화가 주요하였다. 수업 만족도 또한 높은 수준(평균 4.28/5점)이었는데, 수업 내용에 대한 이해도와 수업에서 활용한 자료에 대한 만족도가 특히 높았다. 학생의 수업 소감문과 학습 결과물, 교사의 수업적용 보고서 등을 종합한 질적 분석의 결과, 성 고정관념에 대한 자아성찰 및 사회문제로의 인식 확장, 창의적 표현과 현상을 바라보는 새로운 관점의 경험, 의사소통 및 공유를 통한 공동체적 배움이 수업에서의 긍정적 경험 요소들로 도출되었다. 본 연구의 결과는 미래 사회의 변화와 새로운 교육적 수요에 따라 중등 사회과 수업에서의 창의융합교육에 대한 다양한 가능성과 시도를 탐색하는데 유용한 학술적 · 실천적 함의를 제공할 것이다.

Student Misbehaviours Encountered in Private High School Classrooms

The aim of the present study was to identify student misbehaviours in private high schools, and the reasons for and teachers’ reactions to such behaviours. The study was designed as qualitative research. In this qualitative case study, the participants were 21 teachers working in two different branches of a private school and 188 students registered in those schools. The data were collected utilizing two semi-structured interview schedules consisting of three questions each which were directed to students and teachers. The data were analysed using content analysis technique. Student misbehaviours included; noise, student-sourced misbehaviours, misbehaviours aimed at peers and misbehaviours aimed at teachers. The reasons for student misbehaviours were determined and classified as; student-sourced, family-sourced, peer-sourced, teacher-sourced, and education system and school-centred reasons. Teachers’ reactions towards misbehaviours included; warning, shouting, scolding, having one-on-one or whole class conversations with students, explaining the consequences if the same behaviour is repeated, referring students to school administrators or the counselling service, and informing families. Ensuring that teachers understand the reasons for and how to react to student misbehaviours can make significant contributions to their main duty in classrooms which is “realizing learning objectives”. As such, the present study informs teachers about the reasons for student misbehaviour as well as their solutions.

Performance of the Severely Challenged High School Students Using Modified Curriculum and Vocational Life-Skills Curriculum

This study was focused on the most effective means of educating severely challenged students. The study compares the effectiveness of the Modified Curriculum or a Vocational Life-Skills Curriculum in helping the student attain independence and success after educational or training services. This is conducted in Central Maryland, USA, High School classrooms. This endeavor helps guide parents and other stakeholders, educators, related service providers, and policymakers in determining the most effective way to educate or train students with severe cognitive and physical limitations. This study is important because it addresses the different curricula that may be used for a successful and meaningful classroom experience for severely challenged students. This study helps teachers to implement a curriculum that best serves this population. The study shows that Modified Curriculum and Vocational Life Skills Training are effective for students with Severely Challenged Students if implemented with ample time, resources, planning, and collaboration between Special Educators, Instructional Supports, Other Health Providers, and Parents/Guardians. There’s no significant difference in the performance of the respondents before and after using the Modified Curriculum and Vocational Life Skills Training curriculum.

A Geography Teacher’s Approach to Literacy Integration

Emphasis on literacy within middle and high school classrooms is not new; however, there is a shortage of research exploring literacy across disciplines, especially in a geography classroom. Using a holistic case study, we investigated how one first-year geography teacher integrated multiple active literacy strategies within her instruction. Findings indicate that while our participant intended to engage students in participating and acting as geographers, she first needed to support students’ comprehension with graphic organizers, inquiry, and projects. These findings may affirm other educators’ attempts to incorporate literacy within their instruction. They also lead to implications and considerations for teacher education programs.

Intergroup dialogue success in racially diverse high school classrooms

ABSTRACT Today’s hyper-partisan world makes civil discourse across differences seem almost impossible for many adults, let alone young people. U.S. public schools are tasked with educating our young people with the goal that they each can be productive members of society. High-school students participating in an intergroup dialogue on race as part of their English classes report significant growth in their intergroup understanding, intergroup relationships, and intergroup action. Further, no evidence was found that high-school participants of one racial group benefit significantly more than participants of different racial groups. The IGD programme appears effective at advancing the multicultural education of young people so that they may be better equipped to have difficult dialogues across difference.