High School Science Classes Research Articles

Students as curriculum critics: Standpoints with respect to relevance, goals, and science

AbstractThis article presents the findings of an ethnographic interview study that examined the ways students experienced a justice‐centered AP chemistry course at an urban neighborhood high school. Justice‐centered science pedagogy is an approach to teaching science that treats inequity in science education as one component of larger systems of oppression. The analysis of interview transcripts, which included pattern matching and coding, revealed variation in the ways students' viewed the relevance of the curriculum, the goals of science education, and science itself. These results underscore the importance of researchers and teachers taking seriously students' ideas about the means and ends of their own science education. Three standpoints with respect to science curriculum are proposed to explain the variations in students' perspectives and suggest implications for science educators. These standpoints trouble recent research that examines motivation in high school science classes and add nuance to research that investigates relationships between science learning and social agency by reframing these problems in terms of curriculum and issues of oppression.

アナロジーを活用した理解深化支援に関する実践的研究 : 中学校理科「電流と電圧」を事例として

アナロジーを活用した理解深化支援に関する実践的研究 : 中学校理科「電流と電圧」を事例として

Switched at Birth: A Game Changer for All Audiences

Switched at Birth: A Game Changer for All Audiences

Exigência conceptual do trabalho prático: abordagem multidisciplinar de análise do discurso pedagógico na aula de Ciências

The study addresses the issue of the type and the level of complexity of practical work present in high school science classes, in the context of the Portuguese educational system. The concept of osmosis was selected in the article as an exemplar case to exemplify the theoretical and methodological approach of a multidisciplinary character, followed in the study. Theoretically, the study is based on concepts of an epistemological, psychological and sociological nature, with a particular emphasis on Bernstein’s theory of pedagogic discourse. On the basis of this theoretical framework, the level of complexity of practical work was appreciated through its level of conceptual demand, which contains aspects related to the what of pedagogic discourse (complexity of scientific knowledge and cognitive skills) and to the how of pedagogic discourse (degree of relation between theory and practice).  The study uses a methodological mixed approach. Two teachers of two socially distinct schools were selected. The results showed that the two teachers’ practices had in general a low level of conceptual demand which is mostly a consequence of the low level of complexity of scientific knowledge and skills required and also of teachers’ scientific inaccuracies. The type of practical work selected by teachers (laboratory activities generally illustrative) also contributed to lower the level of conceptual demand. The consequences of this low level of conceptual demand in terms of students’ scientific learning is discussed. In theoretical and methodological terms, the conceptualization and procedures followed in the study constitute an innovative approach that gives greater rigor to the analysis.   Keywords: Practical work. Conceptual demand. Pedagogic discourse. Osmosis.

Junior High School Science Class Using Hand-drawn Registers and a Simple Tester

Junior High School Science Class Using Hand-drawn Registers and a Simple Tester

Error-based Simulationを用いた中学理科の授業実践 : ニュートンの第三法則を事例として

Error-based Simulationを用いた中学理科の授業実践 : ニュートンの第三法則を事例として

La Mecanique En Classe De Seconde Scientifique : Analyses Des Styles Pedagogiques Et Des Documents Iconographiques Dans Le Manuel Intitule Physique Chimie (Collection Arex), En Usage Actuel En Cote d’Ivoire

This contribution sets out, through the analysis of the teaching styles, the texts and graphic material of the six chapters about Mechanics of the handbook Physique Chimie (Collection AREX, Les classiques africains) of the first years of high school science classes, to highlight the difficulties and obstacles that the teacher or the student face in using it.. The results of the analysis from the epistemological and didactic benchmarks knowledge to teach the mechanics show that the manual emphasizes the use of more informative teaching style and that of the illustrative figures to state the knowledge to be taught. Thus, the approaches used do not refer to a real problematization and do not allow students to be independent and productive; they are not actively and intellectually engage students in the learning process. Faced with the passivity of the student in the acquisition of knowledge, it thus seems necessary to include in the training of the teacher, a teacher training course based on understanding of texts and teaching styles to support a constructivist pedagogy class.

Forestry Education in US Southern Piedmont High School Science Classes

Forestry Education in US Southern Piedmont High School Science Classes

Population Dynamics Based on Resource Availability & Founding Effects: Live & Computational Models

With the looming global population crisis, it is more important now than ever that students understand what factors influence population dynamics. We present three learning modules with authentic, student-centered investigations that explore rates of population growth and the importance of resources. These interdisciplinary modules integrate biology, mathematics, and computer-literacy concepts aligned with the Next Generation Science Standards. The activities are appropriate for middle and high school science classes and for introductory college-level biology courses. The modules incorporate experimentation, data collection and analysis, drawing conclusions, and application of studied principles to explore factors affecting population dynamics in fruit flies. The variables explored include initial population structure, food availability, and space of the enclosed population. In addition, we present a computational simulation in which students can alter the same variables explored in the live experimental modules to test predictions on the consequences of altering the variables. Free web-based graphing (Joinpoint) and simulation software (NetLogo) allows students to work at home or at school.

‘Scimazing Game’ As an Outdoor Teaching-Learning Strategy in High School Science

The idea of an active and experiencing learner in an environment where knowledge is not transmitted to the learner rather constructed through activity like games is an approach to constructivist learning. Game-based learning (GBL) is a strategy that engages students in the topic, makes learning fun and motivates learning inside or outside of the classroom. ‘Scimazing Game’, an outdoor game-based teaching-learning strategy was developed for a high school Science class to determine the outcome of the achievement of the students, and allow the learners to have fun while gaining knowledge and skills at the same time. Using the ‘Scimazing Game’ strategy, results showed an increase in the test results of the students. Pre- and post-test scores of the students were also subjected to paired t-test and showed significant difference. Likewise, the three variables on the profile of the students, namely: its sex, age, and general weighted average showed no significant association on the academic achievement of the students. This result supports the increasing attention of utilizing game-based teaching-learning strategy and management as a powerful medium for teaching and learning. ‘Scimazing Game’ provides a varied strategy and innovative resource that would help increase the students’ academic achievement in Science.

거꾸로 수업(Flipped Learning)에서 과학 교사들이 겪는 인식과 어려움 분석

과학수업에서의 거꾸로 수업에 대한 이해와 경험을 바탕으로 거꾸로 수업을 적용하는데 겪는 어려움을 면담조사방법을 활용하여 분석하였다. 면담자는 서울, 경기에 근무하고 있는 교사 중 거꾸로 수업 경력을 기준으로 과학 교과에 2년 이상 거꾸로 수업을 운영한 경험을 가진 교사와 올해 처음 거꾸로 수업을 운영하기 시작한 교사를 초 중 고 학교급별로 각 1명 씩 총 6명을 선정하였다. 참여한 교사들에게 3단계 면담 조사를 실시한 결과, 초중고 과학 수업에서 거꾸로 수업 수행에 매우 높은 만족감을 나타내었다. 특히 탐구활동에 거꾸로 수업이 많은 도움이 된다고 하였다. 그러나 교사들은 수업 준비에 부담감을 가지고 있었으며 수업 구성에 대한 어려움을 겪고 있었다. 거꾸로 수업의 어려움 해결 방안에 대한 탐색으로서 교과서 체제에 대한 논의를 통해 현재의 수업을 개선하는데 다양한 시사점을 도출할 수 있었다. This study analyzed perceptions and difficulties in applying Flipped Learning with an interview method grounded on understanding and experience of Flipped Learning in science class. The interviewees selected were six teachers working in Seoul and Gyeonggi Province. Three teachers having over two years of experience in operating Flipped Learning in science were selected, one each from elementary, middle, and high school and another three teachers who had just started to operate Flipped Learning this year were chosen, one each from elementary, middle, and high school. According to the result of a 3-step interview conducted with the participating teachers, they indicated very high satisfaction with the implementation of Flipped Learning in elementary, middle, and high school science classes. They responded that Flipped Learning was particularly more helpful for inquiry activity. The teachers, however, felt burdened by the class preparation and had difficulty in organizing the class. To explore ways to get rid of the difficulties in Flipped Learning, this author discussed the textbook system where one could draw various implications for improving the current class.

Learning Science by Constructing Models: Can Dragoon Increase Learning without Increasing the Time Required?

A common hypothesis is that students will more deeply understand dynamic systems and other complex phenomena if they construct computational models of them. Attempts to demonstrate the advantages of model construction have been stymied by the long time required for students to acquire skill in model construction. In order to make model construction a feasible vehicle for science instruction, the Dragoon system combined three simplifications: (1) a simple notation for models of dynamic systems, (2) a step-based tutoring system, and (3) problems that described the model to be constructed as well as the system represented by the model. In order to test whether these simplifications reduced the time for learning how to construct models while preserving the benefits of model construction over baseline instruction, three classroom studies were conducted. All studies were experiments, in that they compared classes using Dragoon to classes learning the same material without Dragoon. However, as classroom studies, they could not tightly control all sources of variation. The first study produced null results, but it compared learning across just one class period. The second study in 4 high school science classes showed that instruction based on Dragoon cost only one extra class period (about 50 min) out of 4 class periods and was more effective than the same content taught without Dragoon. A third study in 3 more high school science classes, where 2 Dragoon classes and 1 non-Dragoon class met for the same number of class periods, showed that Dragoon was more effective than the same content taught without Dragoon. The effect sizes were moderately large on both an open response test (d = 1.00) and a concept mapping task (d = 0.49). Thus, it appears that our efforts have simplified model construction to the point that it can be used in science instruction with no additional class time needed, and yet it still seems to be more effective than the same instruction done without model construction.

Bringing CASE in from the Cold: the Teaching and Learning of Thinking

Thinking Science is a 2-year program of professional development for teachers and thinking lessons for students in junior high school science classes. This paper presents research on the effects of Thinking Science on students’ levels of cognition in Australia. The research is timely, with a general capability focused on critical thinking in the newly implemented F-10 curriculum in Australia. The design of the research was a quasi-experiment with pre- and post-intervention cognitive tests conducted with participating students (n = 655) from nine cohorts in seven high schools. Findings showed significant cognitive gains compared with an age-matched control group over the length of the program. Noteworthy is a correlation between baseline cognitive score and school Index of Community Socio-Educational Advantage (ICSEA). We argue that the teaching of thinking be brought into the mainstream arena of educational discourse and that the principles from evidence-based programs such as Thinking Science be universally adopted.

An improved botanical search application for middle- and high-school students

A previously reported botanical data retrieval application has been improved to make it better suited for use in middle- and high-school science classes. This search interface is ring-structured and treats multi-faceted metadata intuitively, enabling students not only to search for plant names but also to learn about the morphological features and taxonomy of plants. A usability test with 20 middle- and high-school science teachers was performed to identify any problems with using this application in the classroom. Four problems were thereby identified, and the application interface was improved by changing how candidates are arranged and displayed, deleting the double-tap operation, and adding a bookmarking function. The effectiveness of the improved application was then evaluated by having 50 middle- and high-school students use it in group work. The results showed that they could more easily find plant names by simply rotating the search rings and could more easily analyze the information by quickly recognizing the features of retrieved plants. The improved application also better helped the students learn about plants on their own during the search process.

Understanding Korean Transnational Girls in High School Science Classes: Beyond the Model Minority Stereotype

ABSTRACTThis study examines six Korean transnational girls enrolled in two advanced placement (AP) biology classes to understand their experiences in science classrooms at the intersection of race, language, and gender. Confronting the model minority stereotype for Asian students, which is particularly salient in science, technology, engineering, and mathematics related disciplines, I ask why these six girls chose to take advanced science and mathematics classes, in general, and AP biology, in particular, and what challenges they faced in the focal biology classes. Based on an analysis of classroom observation and interview data, I argue that their decisions to take science and mathematics courses were ways of negotiating their positions as members of a racial minority, English learners, and Koreans with stereotyped characteristics. In the class, they encountered challenges related to various modes of language used in advanced science classes, such as unfamiliar science terms, complex texts, social linguistic skills required in discursive practices, and various knowledge going beyond class texts. While challenged, the girls were not empowered enough to pursue academic assistance in the gendered sites of the AP biology class. I discuss research and pedagogical implications of the study focusing on the science education of transnational nonnative English‐speaking students.

HARNESSING VALUES TO PROMOTE MOTIVATION IN EDUCATION.

We review the interventions that promote motivation in academic contexts, with a focus on two primary questions: How can we motivate students to take more STEM courses? Once in those STEM courses, how can we keep students motivated and promote their academic achievement? We have approached these two motivational questions from several perspectives, examining the theoretical issues with basic laboratory research, conducting longitudinal questionnaire studies in classrooms, and developing interventions implemented in different STEM contexts. Our research is grounded in three theories that we believe are complementary: expectancy-value theory (Eccles & Wigfield, 2002), interest theory (Hidi & Renninger, 2006), and self-affirmation theory (Steele, 1988). As social psychologists, we have focused on motivational theory and used experimental methods, with an emphasis on values - students' perceptions of the value of academic tasks and students' personal values that shape their experiences in academic contexts. We review the experimental field studies in high-school science and college psychology classes, in which utility-value interventions promoted interest and performance for high-school students in science classes and for undergraduate students in psychology courses. We also review a randomized intervention in which parents received information about the utility value of math and science for their teens in high school; this intervention led students to take nearly one semester more of science and mathematics, compared with the control group. Finally, we review an experimental study of values affirmation in a college biology course and found that the intervention improved performance and retention for first-generation college students, closing the social-class achievement gap by 50%. We conclude by discussing the mechanisms through which these interventions work. These interventions are exciting for their broad applicability in improving students' academic choices and performance, they are also exciting regarding their potential for contributions to basic science. The combination of laboratory experiments and field experiments is advancing our understanding of the motivational principles and almost certainly will continue to do so. At the same time, interventions may benefit from becoming increasingly targeted at specific motivational processes that are effective with particular groups or in particular contexts.

Inspiring careers in STEM and healthcare fields through medical simulation embedded in high school science education.

The most effective ways to promote learning and inspire careers related to science, technology, engineering, and mathematics (STEM) remain elusive. To address this gap, we reviewed the literature and designed and implemented a high-fidelity, medical simulation-based Harvard Medical School MEDscience course, which was integrated into high school science classes through collaboration between medical school and K-12 faculty. The design was based largely on the literature on concepts and mechanisms of self-efficacy. A structured telephone survey was conducted with 30 program alumni from the inaugural school who were no longer in high school. Near-term effects, enduring effects, contextual considerations, and diffusion and dissemination were queried. Students reported high incoming attitudes toward STEM education and careers, and these attitudes showed before versus after gains (P < .05). Students in this modest sample overwhelmingly attributed elevated and enduring levels of impact on their interest and confidence in pursuing a science or healthcare-related career to the program. Additionally, 63% subsequently took additional science or health courses, 73% participated in a job or educational experience that was science related during high school, and 97% went on to college. Four of every five program graduates cited a health-related college major, and 83% offered their strongest recommendation of the program to others. Further study and evaluation of simulation-based experiences that capitalize on informal, naturalistic learning and promote self-efficacy are warranted.

小学校・中学校の理科学習指導要領における成立背景に関する研究:昭和40年代の「問題解決」と「探究」を中心にして

小学校・中学校の理科学習指導要領における成立背景に関する研究:昭和40年代の「問題解決」と「探究」を中心にして

A MASSive Laboratory Tour. An Interactive Mass Spectrometry Outreach Activity for Children

It is imperative to fascinate young children at an early stage in their education for the analytical sciences. The exposure of the public to mass spectrometry presently increases rapidly through the common media. Outreach activities can take advantage of this exposure and employ mass spectrometry as an exquisite example of an analytical science in which children can be fascinated. The presented teaching modules introduce children to mass spectrometry and give them the opportunity to experience a modern research laboratory. The modules are highly adaptable and can be applied to young children from the age of 6 to 14y. In an interactive tour, the students explore three major scientific concepts related to mass spectrometry; the building blocks of matter, charged particle manipulation by electrostatic fields, and analyte identification by mass analysis. Also, the students carry out a mass spectrometry experiment and learn to interpret the resulting mass spectra. The multistage, inquiry-based tour contains flexible methods, which teach the students current-day research techniques and possible applications to real research topics. Besides the scientific concepts, laboratory safety and hygiene are stressed and the students are enthused for the analytical sciences by participating in "hands-on" work. The presented modules have repeatedly been successfully employed during laboratory open days. They are also found to be extremely suitable for (early) high school science classes during laboratory visit-focused field trips.

Public outreach in high school science laboratories

In response to a campaign to promote K‐12 outreach activities launched in 2009 by the American Society for Biochemistry and Molecular Biology, Undergraduate affiliate Networking (ASBMBUAN), we (members of the ASBMB‐UAN, Western Illinois University Chapter) have started to plan and implement science outreach activities in local high school science laboratories. Our goal is to promote the quality of science education in rural area school districts near Western Illinois University. These rural area high schools have limited budget for chemicals and instruments and the turnover rate of the science teachers is relatively high. Resulting from that, students have very little opportunity for hands‐on experiments in their science laboratory. We have brought two science outreach activities to high school science classes near Macomb, IL. Each activity was designed to fit the school's laboratory setting and can be completed in 45 minutes. Labs cover “big ideas” like physical separation and then use modern biochemical techniques like size exclusion chromatography to support student learning. Here we present the outreach activities performed at the rural area high schools science classes in Western Illinois. Supported by ASBMB‐UAN and the Western Illinois University.