High School Science Research Articles

Examining the Relationships between Career Development, Daily Life Decision Making and Social Emotional Learning Skills of Middle School Students

This presented research has three purposes: The first purpose of this study is to examine the power of middle school students' social emotional learning and daily life decision-making skills together as a predictor of their career development. The second purpose is to examine the career development of middle school students according to gender. Third purpose is to examine the career development of middle school students according to targeted high school type. The research group consisted of 263 middle school students (141 female, 116 male, 6 unknown). These students were studying in 3 middle schools in the center of a large city in the northwestern part of Turkey and their ages ranged between 10-15 (X̄=12.31; sd=1.07). The research data were collected by applying the Chilhood Career Development Scale, Social Emotional Learning Scale for Adolescents, Daily Life Decision Making Scale and Personal Information Form. The research data were analysed using multiple linear regression analysis, t test, and one-way ANOVA. The research results showed that middle school students' social emotional learning and daily life decision-making skills scores together accounted for a significant proportion of the variance 0.19% of the career development scores of middle school students. The results showed that the career development score mean of students targeted Anatolian high school were higher than those aiming for science high school and vocational and technical high school. There was not significantly differences in career development scores of the students according to gender. The research results were discussed based on the relevant literature, provided important implications for the theoretical and practical literature on career development, social emotional learning and daily life decision-making skills and suggestions were presented for future theoretical and practical research.

Strategies, Factors and Challenges in Core Science Subject Delivery at Cuenca Senior High School

This study aims to identify the strategies, factors, and challenges in delivering core science subjects through quantitative non-experimental research. Using a random sampling technique, data were collected from 284 respondents via a Google Form questionnaire. The findings indicate that the most used teaching strategy among senior high school science teachers is the lecture method, primarily utilizing PowerPoint slides. This is followed by project-based learning through performance tasks and lectures that incorporate ICT tools, such as e-games and quizzes. Key factors influencing science literacy include students’ prior knowledge, focus, and perceptions of the topic. The goal of this study is to develop a project to enhance core science literacy instruction within the institution. To enhance student performance, a plan of action is proposed that employs a metacognitive strategy—specifically, a contextualized or personalized scientific dictionary—to develop scientific literacy.

Exploring Job Attitudes among Junior High School Teachers in Technology and Livelihood Education: A Foundation for Teacher Development and Enhancement

This research aimed to gather information about the “Job Attitudes of Junior High School Teachers Teaching Technology and Livelihood Education”. The objectives of the study were to determine the job attitudes of Junior High School TLE Teacher; and to find out the significant differences in the job attitudes of Junior High School TLE Teachers when grouped according to age and school assignment. This research utilizes a descriptive survey method. There were thirty purposively selected Junior High School TLE Teachers in the municipality of Barotac Nuevo. The result revealed that the job attitudes of TLE Teacher was high. As to age 25-30, 31-40, and 41-50 years old, job attitudes towards organizational commitment revealed in all the variables same with the school assignment, in Jose Monfort Science High School, Salihid National and Barotac Nuevo National Comprehensive High School TLE teachers’ job attitudes towards organizational commitment were very high. There are no significant differences in the job attitudes of Junior High School TLE Teachers when grouped according to age and school assignment with p-value higher than the set of .05 alpha level of significant, which means the null hypothesis were accepted. The following are the suggested researchers retooling activities to be used to improve TLE teachers’ attitude towards their job: 1. providing feedback and support on remote learning, 2. facilitating communication and collaboration, and 3. identifying upskills within existing teacher competencies.

Impact of prior experience and gender on cognitive load during initial drone use

The purpose of this demonstration study was to determine the effect of prior experiences and gender on cognitive demands at the initial educational technology experience. The task of drone operation was selected as a novel educational technological tool and videogame use was determined to be a tangential prior experience. Through the framework of embodied cognition, the NASA Task Load Index was used to measure cognitive demand. Practicing middle- and high-school science teachers were recruited to participate in this study. Participants operated drones at three instances over two weeks. An additional challenging task was also presented. A mixed ANOVA suggested a significant interaction between videogame use and time: F(2, 28) = 3.77, p<\\documentclass[12pt]{minimal} \\usepackage{amsmath} \\usepackage{wasysym} \\usepackage{amsfonts} \\usepackage{amssymb} \\usepackage{amsbsy} \\usepackage{mathrsfs} \\usepackage{upgreek} \\setlength{\\oddsidemargin}{-69pt} \\begin{document}$$p<$$\\end{document} 0.05. A significant interaction between gender and time was also observed: F(2, 29) = 3.72, p<\\documentclass[12pt]{minimal} \\usepackage{amsmath} \\usepackage{wasysym} \\usepackage{amsfonts} \\usepackage{amssymb} \\usepackage{amsbsy} \\usepackage{mathrsfs} \\usepackage{upgreek} \\setlength{\\oddsidemargin}{-69pt} \\begin{document}$$p<$$\\end{document} 0.05. For both prior experience and gender, the differences were observed at the first instance of drone operation and not at subsequent trials. Results suggest prior experience and gender may only affect cognitive load at the initial experience and leveling of cognitive load occurs with continued practice. These findings can support an educator’s planning for drone-based activities and help to mitigate the stigma of gender differences regarding technology use. Additionally, these findings support the need to examine and enhance related and transferable skills, such as hand–eye coordination and spatial thinking, to lessen cognitive load at the initial educational experience.

Balancing excellence and equity in predictive college admissions: insights from the University of the Philippines

ABSTRACT The University of the Philippines (UP) uses high school grades and standardized test scores for predictive admissions, balancing academic performance with affirmative action for underprivileged applicants. Using a novel UP panel dataset, I find that high school grades better predict academic performance, while entrance exam scores reflect background characteristics. Simulations suggest that reducing the weight of standardized exams boosts the qualification rates for public and private school students, but lowers it for science high schools and Metro Manila students. The findings indicate that relying more on grades could enhance both excellence and equity in college admissions.

Artificial Intelligence Technology Embedded in High School Science Learning: A Study of Teacher Perception

This study examines teachers' perceptions and acceptance of using artificial intelligence (AI) technology in the teaching of Sciences (IPA) in Vocational High Schools (SMK). Based on quantitative and qualitative data, the results indicate that the understanding and use of AI in teaching are still limited. Quantitative data were collected through a structured questionnaire to assess teachers' knowledge, confidence, and AI usage frequency, while qualitative data were obtained through in-depth interviews exploring their views and challenges. Although some teachers see the great potential of AI in enhancing student engagement and learning outcomes, various obstacles such as lack of training and technological infrastructure hinder optimal implementation. This articles also offers strategic recommendations for integrating AI into the science curriculum in vocational schools. Although AI has significant potential in vocational science education, its effective implementation is hindered by limited teacher training and infrastructure, necessitating strategic improvements to fully leverage AI's benefits in schools.

From argumentation to real-world action: a way to realize scientific literacy

ABSTRACT While current science teaching aims to cultivate students’ argumentation abilities on socioscientific issues, engaging them in social actions on these issues contributes to the realisation of the goal of science education. Consequently, instructing students toward action in the social milieu and helping them comprehend actions that ought to be taken afterward allows for an understanding of how science teaching benefits the world. This qualitative study implements issue-based and action-oriented instruction in a junior high school science curriculum with 66 ninth-graders participating. The quality of their argumentation was recorded during the solar cell utilisation argumentation activity, and three years later, 31 of them reported taking subsequent actions. The results show an enhanced effect on students’ argumentation quality. Most actions students reported are attributed to personal and participatory categories with a few critical actions focusing on fundamental changes. Also of note, a high proportion of students with high-level argumentation quality understood but failed to take any action to solve confronting problems. Therefore, in addition to stressing argumentation ability as a crucial part of cultivating scientific literacy, it is rather important to awaken students consciousness of the existence of social problems and to conduct small-scale actions with collective visions and strategies.

From high-school sciences to university accounting in South Africa: how prior learning affects students’ success

Enrolling students in accounting programs based on their proficiency in English, Mathematics, and Accounting is a prevalent practice in many South African institutions of higher learning. However, certain institutions admit students into accounting programs based solely on their proficiency in English and Mathematics. This study posits that such students encounter challenges in acclimating to the accounting science milieu, consequently impeding their academic success. The research draws from the assessment of 112 first-year BCom (Bachelor of Commerce) Accounting Sciences students during the 2023 academic year. The findings affirm that students enrolled based on competency in Accounting, English, and Mathematics outperform those enrolled solely based on English and Mathematics competency. This underscores the necessity for further investigation into the determinants of success among students in accounting programs. Nonetheless, the study corroborates that self-determination and proactivity are significant contributors to success, notwithstanding students' lack of prior exposure to accounting principles.

Accessible Adventures: Teaching Accessibility to High School Students Through Games

ABSTRACTAccessibility education has been rarely incorporated into the high school curricula. This is a missed opportunity to equip next‐generation software designers and decision‐makers with knowledge, awareness, and empathy regarding accessibility and disabilities. We taught accessibility to students (N = 93) in a midwestern high school through empathy‐driven games and interviewed three Computer Science high school teachers and one librarian who taught programming. Accessibility education is currently insufficient in high school, facing challenges such as teachers' knowledge and conflicted curriculum goals. The students exhibited increased knowledge and awareness of accessibility and empathy for people with disabilities after playing the games. With this education outreach, we aim to provide insights into teaching next‐generation software designers about accessibility by leveraging games.

Understanding Barriers to STEM: Teachers' Insights on African American Underrepresentation

This study focuses on the development of a measurement instrument to identify Middle and High School mathematics and science teachers’ beliefs about the main factors of underrepresentation of African American students in STEM (Science, Technology, Engineering, and Mathematics) fields. The research method using the stages of instrument development were (1) test design which involved construction of initial item pool by conducting extensive review of literature and coding of participating teachers personal statements (2) determination of validity which involved expert review process to confirm construct and face validity of items, (3) pilot testing which involved collecting data from a second set of participants, (4) determination of reliability which involves conducting a reliability analysis based on data collected from pilot testing and (5) determination of factorial structure which involved Exploratory Factor Analysis (EFA) to identify underlying factors in participating teachers’ belief structures. First, to obtain trustworthy information, voluntary middle and high school mathematics and science teachers were asked to write personal statements where they explain their main reasons for choosing teaching as a career. Secondly, qualitative data obtained from participating teachers’ personal statements were coded. Coding was applied to identify and to group the phrases or sentences that convey the same or similar reasons. Then results from an extensive literature review on this topic were blended in teachers’ common expressions which were determined because of coding procedure. Then 8 content experts assessed content validity and face validity. Finally, the survey was piloted to African American middle and high school mathematics and science teachers. Fifty-three (53) surveys were completed and received back from teachers. Then, exploratory factor analysis was conducted to identify any underlying factors in the scale. Reliability analyses were also conducted for both the entire survey and for each of the factors. Results of the study suggested four underlying components: (1) Access and Resources, (2) Role Models and Representation, (3) Bias and Discrimination, (4) Curriculum and Pedagogy.

국내외 과학영재학교 수학과 교육과정 편성 현황 분석

This study attempted to analyze the characteristics of the mathematics curriculum of eight domestic science gifted schools to derive implications to consider when organizing the mathematics curriculum of domestic gifted schools in the future. To achieve this, the study compared the content elements of mathematics subjects offered in science high schools for gifted students with those structured according to the 2022 revised mathematics curriculum. Additionally, an analysis was conducted on the content elements of Advanced Placement (AP) subjects and other subjects that, while not included in the 2022 revised mathematics curriculum, are additionally studied at these science high schools. The analysis revealed that the mathematics curriculum in science high schools for gifted students showed a relatively low reflection rate of content elements included in the 2022 revised mathematics curriculum, such as &lt;Discrete Mathematics&gt;, &lt;Practical Statistics&gt;, and &lt;Advanced Geometry&gt;. Moreover, there was a noticeable lack of the &lt;Probability and Statistics&gt; subject in the AP curriculum. The study also highlighted the need for a comprehensive review of the content covered in &lt;Linear Algebra&gt; and &lt;Differential Equations&gt; when organizing future curricula. Furthermore, a comparative analysis of the curricula in three international science high schools for gifted students indicated that these institutions generally offer more credit hours and a wider variety of elective subjects, thus ensuring greater flexibility and broader learning opportunities for students. This suggests that the organization and operation of the mathematics curriculum in domestic science high schools for gifted students should embrace more flexibility and openness to effectively nurture mathematical talents.

Mathematics Performance and Polya’s Method in Problem Solvin

The perpetual challenge of uncertain problem-solving skills among local education administrators is underscored by data from a public science and technology high school despite being a performing public science high school, students have been still struggling to enhance their critical thinking skills, posing an unceasing issue. The purpose of this study is to determine the impact of Polya's four-step method on the Grade 9 students' performance in mathematics. Utilizing a one-group pretest-posttest design, the researcher aimed to determine which aspects of Polya's method improved students' mathematics performance. The data analysis indicated a significant improvement in students' problem-solving performance using Polya’s four-step method from pre-test to post-test. This study reaffirms that Polya’s method helps students develop a structured way of thinking and solving problems, which is fundamental for their mathematical development.

Quality Education: Development and Validation of Analytical Thinking and Entrepreneur Thingking Skills in Science Learning

Objective: In Indonesia, programs amid the widespread were proceeded and reinforced into the Merdeka Belajar program which was actualized more comprehensively through 4 programs counting online get to, instructor preparing, learning materials, and crisis educational programs. In any case, the existing science education in Indonesia has to be changed into a unused paradigm that includes the aptitudes required within the period of mechanical transformation 4.0 and society 5.0. These skills include analytical thinking and entrepreneurial thinking. Method: This type of research is Research and Development (R&amp;D) research with the Design-based Research (DBR) development model adapted from Plomp. Focus Group Discussion aims to equalize perceptions and make decisions on the dimensions of analytical thinking and entrepreneurial thinking skills. Focus group discussion involved 25 respondents who are experts in their fields, consisting of 25 experts including 3 professors, 10 doctors, 3 masters, and 9 practicing Senior High School Science Teachers. The research data were analyzed with descriptive statistics to obtain averages and percentages. The Focus Group Discussion process was carried out for 2 cycles to obtain an agreement regarding the dimensions of analytical thinking skills (AT) and entrepreneurial thinking skills (ETS). Results and Discussion: The results of the development of the dimensions of analytical thinking skills consist of Analysis, Organization, Generalization, and Evaluation. While the aspects of entrepreneurial thinking skills include Good Planning, Strategic Thinking, Creativity, Communication, And Leadership. The validity results show that all instruments have a validity value &gt; 0.83%. Research Implications: The implication of this research is that this research is expected to be a reference for teachers to empower higher order thinking skills. As well as being a reference for independent curriculum education policies related to the future competencies needed by students

Relationship between Nature of Science Tenets and High School Students’ Acceptance of Evolutionary Theory in Cameroon

Purpose: Low levels of evolution acceptance have been reported among students in several articles using the Measure of Acceptance of the Theory of Evolution (MATE) instruments. Amongst possible causes listed in literature are students’’ religious, sociocultural background and educational approach used in teaching. Some studies have revealed that students who have a better understanding of the nature of science (NOS) are more likely to accept evolution, but the relationship between NOS and MATE has not been scientifically established. This article seeks to establish the relationship between NOS and MATE. Materials and Methods: A cross sectional survey was done using Structural Equation Modelling (SEM) techniques to investigate the extent to which NOS tenets enhance biology students’ acceptance of evolution using 482 purposeful and convenient sample size. The validity and reliability of the NOS and MATE instruments were investigated and standardised using Exploratory and Confirmatory Factor Analysis. Thereafter, a hypothesised SEM model was conceptualised and tested. Findings: The model provided a reasonable good overall fit. Only understanding of three NOS tenets namely: The empirical nature of science; use of observation and inferences in science; and the nature of scientific laws and theories has a strong positive statistically significant direct effect on acceptance of evolution. The tentativeness, subjectivity and objectivity of science, and the use of creativity and imagination in science did not significantly enhance acceptance of evolution. Implications to Theory, Practice and Policy: This can serve as a candidate theory for further investigation. It could have implication in the development of didactic strategies to overcome misconceptions in evolution.

The mediating effects of basic psychological needs on the associations between teacher support and Chinese adolescents’ science and math self-efficacy

ABSTRACT Background Science and math self-efficacy in high school can encourage students to choose science and math-related majors and thus cultivate relevant talent. The importance of science and math self-efficacy in academic performance and science and math-related career choices is well-documented. Despite numerous studies on various factors related to adolescents’ science and math self-efficacy, little empirical research has examined the effects of perceived teacher support on science and math self-efficacy among adolescents. Purpose Based on self-determination theory (SDT), this study aimed to examine the parallel mediation effect of relatedness, autonomy, and competence between perceived teacher support and Chinese adolescents’ science and math self-efficacy. Sample: We carried out a cross-sectional study that collected data from 443 Chinese tenth-grade adolescents (209 males, 47.20%). The students completed measures of perceived support from teachers, basic psychological needs, and science and math self-efficacy through an online survey. Methods The model was performed with AMOS 23 using a structural equation modeling approach with bootstrapping techniques (bootstrap replications:5,000). Results The results indicate that the association between teacher support and science and math self-efficacy was fully mediated by autonomy. The indirect effects of teacher support and science and math self-efficacy on relatedness or competence were insignificant. Conclusion These findings highlight the importance of teacher support in adolescents’ science and math self-efficacy and provide a foundation for a novel approach to stimulate and motivate adolescents’ science and math self-efficacy.

Development of Science Electronic Modules with an Ethnoscience Integrated STEM Approach in Traditional Herbal Medicine Making

This research aims to make a feasible and practical science electronic module with an ethnoscience-integrated STEM approach to traditional herbal medicine making for the subtheme of material classification and mixed separation of grade VII junior high school. This research design uses Research and Development (R&amp;D) with a 4D model consisting of Define, Develop, Design, and Disseminate. The software used in developing electronic modules is anyflip. This research was conducted at Junior High School 2 Pracimantoro with the subject of 32 grade VII students. The instruments used in the research include product feasibility sheets, science electronic modules, and product practicality questionnaires. The feasibility and practicality instruments of the product are analyzed quantitatively and qualitative. The results of this study were electronic science modules with an integrated STEM approach to ethnoscience in traditional herbal medicine for the subthemes of material classification and mixed separation declared feasible and declared practical for use in junior high school science learning as evidenced by student response questionnaires obtaining a score of 49.3438 from the maximum number of scores of 60.

Empirical Research on AI Technology-Supported Precision Teaching in High School Science Subjects

The empowerment of educational reform and innovation through AI technology has become a topic of increasing interest in the field of education. The advent of AI technology has made comprehensive and in-depth teaching evaluation possible, serving as a significant driving force for efficient and precise teaching. There were few empirical studies on the application of high-quality precision teaching models in the field of compulsory education, and the learning difficulty of technology and the teaching burden on teachers have become significant factors hindering the use of technology to support education. This study analyzed teaching models from the perspectives of teachers’ teaching burdens and students’ learning obstacles, and was committed to relying on intelligent technology to construct a new precision teaching model, an educational diagnosis–feedback–intervention path that covered the entire teaching process, from the dimensions of teacher behavior, student behavior, and parent behavior, aiming to assist teachers in efficient teaching and students in personalized learning. This study was conducted with nine science classes, including about 540 people in the second year of high school at a Middle School in China; six classes were the intervention groups while the last three classes were control groups, and a survey of 19 teachers from the intervention classes was carried out. The results showed that this model can significantly improve students’ academic performance in science subjects, especially in mathematics and chemistry. It has increased the proportion of high-achieving students, reduced the proportion of low-achieving students, stimulated students’ self-directed learning ability, cultivated a positive attitude towards science learning, and explained the key points of using a precision teaching model in different disciplines. It has achieved a deep integration of education and technology, helping to increase the efficiency and reduce the burden of teaching.

High School Curriculum and Cognitive Function in the Eighth Decade of Life.

Formal educational attainment, or years of schooling, has a well-established positive effect on cognitive health across the life course. We hypothesized that the content and difficulty of the curriculum influence this relationship, such that more challenging curricula in high school lead to higher levels of socioeconomic attainment in adulthood and, in turn, to better cognitive outcomes in older adulthood. We estimated multilevel structural equation models (MSEMs) in data from 2,405 individuals who attended one of 1,312 US high schools in 1960 and participated in the Project Talent Aging Study in 2018. A college preparatory curriculum and a greater number of semesters of math and science in high school were positively related to word recall and verbal fluency at an average age of 75. Effects were robust to controlling for adolescent cognitive ability, academic performance, socioeconomic background, and school characteristics. We discuss the implications of these findings for educational policy.

Explaining astronomy teaching self-efficacy among pre-service teachers

ABSTRACT Earth and Space is one of the thematic strands/domains of the Philippine basic education science curriculum, yet little is known about its different teaching and learning aspects, including those associated with preservice teachers' readiness and preparedness to teach astronomy. This exploratory study examined the interaction of views on the nature of science, perceived relevance of education, technology acceptance and use, and astronomy teaching self-efficacy among 203 pre-service high school science teachers in one of the centers of excellence for teacher education in one of the state universities in the Philippines. Using an adapted survey instrument, collected data underwent partial least squares-structural equation modeling using SmartPLS 4. Results confirmed the direct effect of perceived relevance of education and technology acceptance and use on astronomy teaching self-efficacy, the direct effect of views on the nature of science on perceived relevance of education and technology acceptance and use, and the mediating effect of perceived relevance of education and technology acceptance and use between views on the nature of science and astronomy teaching self-efficacy. A reflection elucidating the role of views on the nature of science, perceived relevance of education, and technology acceptance and use on preservice teachers' astronomy teaching self-efficacy is provided.

Teacher’s Feedback on Students Motivation and Academic Engagement

This study aimed to explore the effects of teacher’s feedback on students’ motivation and academic engagement of Grade 12-TVL (Home Economics) students of Baguio City National Science High School, Baguio City, Philippines. Specifically, the study answered the following queries: 1) Level of performance of the learners before the use of the teacher’s feedback; 2)Level of performance of the learners after the use of the teacher’s feedback; and 3) To determine if there is significant difference in the performance of the learners before and after the use of the teacher’s feedback. This study made use of the Descriptive-Quantitative Research Design with documentary analysis using the students’ grades in their 3rd Quarter Report Card before the use of the teacher’s feedback and their grades in the 4th Quarter after the use of the teacher’s feedback. The following are the findings of the study: 1) The average grade of the learners before the use of the teacher’s feedback is 87.08 interpreted as “Very Satisfactory”; 2) The level of performance of the learners after the use of the teacher’s feedback is 90.76 interpreted as “Outstanding”, 3) The computed t of 3.066 is much higher than the critical value of t=1.687, df-37 at 0.05 level of significance. This shows that there is significant difference in the performance of the learners before and after the use of the teacher’s feedback. The following conclusions are hereby made based on the findings of the study: 1) The learners demonstrated a high level of performance before the use of the teacher’s feedback; 2) The learners exhibited a much higher performance after the use of the teacher’s feedback; and 3) The teacher’s feedback had a very high impact on the level of performance of the learners.