Interest In High School Research Articles

Shrinking gender gaps in STEM persistence: a ten-year comparison of the stability and volatility of STEM career interest in high school by gender

ABSTRACT To keep abreast with recent developments in young persons’ STEM career interests and to anticipate the gender representation in the future workforce, we need to periodically update cohort comparisons of the persistence in STEM career interest among male and female youth. Using two national U.S. samples of first-year college students, collected a decade apart in 2007 and 2017, we found that, at the end of high school, the gender gap in STEM career interest still existed, but had shrunk considerably during the decade. Both genders were more likely to transition into STEM from non-STEM career interests during the high school years in the 2017 cohort than in the 2007 cohort, with females experiencing a steeper increase. Furthermore, females who were initially interested in a STEM career were more likely to persist in a STEM career interest in the 2017 cohort than in the 2007 cohort, whereas males’ persistence rates remained the same between cohorts.

The Correlation between Students’ Reading Comprehension Skill and Reading Interest in High School

This study investigates the correlation between reading comprehension skill and reading interest in high school students specifically in English texts. The main objective of this study is to examine the correlation between reading comprehension skill and reading interest in high school students especially in reading English texts. The population of this study consists of second-grade students of a public school in Kutai Kartanegara regency, with cluster sampling will be employed to determine the sample. An English comprehension test and questionnaire of reading interest will serve as the research instrument, and both correlation test and ANOVA will be utilized for data analysis to examine the correlation between reading comprehension skill and reading interest on students. After the data was analyzed with the correlation test, it showed no correlation between students’ reading comprehension and reading interest in high school. According to ANOVA, the result indicated significant differences between the group that has high level of reading interest and those that has low interest. Future research could explore additional variables that may impact reading interests, such as preferences for different genres, motivational factors, and instructional methods aimed at promoting reading for pleasure.

The Development of Life Skills Based Career Guidance Module to Improve the Working Interest of Mentally Retarted Students in SMALB

This study aims to develop a career guidance module based on life skills to increase work interest the mentally retarded students, and it is a Research and Development (R&D) with the Borg and Gall model, which has ten steps and was modified into eight steps. Data collection techniques used interviews and questionnaires. Data were analyzed using qualitative and quantitative descriptive methods. The results are: The level of the needs of module obtained from the initial data collection stage, the planning stage showed that teachers of skill subject needed teaching materials in the form of modules to provide life skills-based career guidance according to the conditions, potential and work interests of mentally retarded students; readability test of the initial design of the module was obtained from the development stage of the FGD activity with the results of the good category, and the initial product was continued to the validity test; Validity test conducted by two expert lecturers on materials and media using the Gregory formula showed the very valid validity results and limited trial stage using the content validity test of the Aiken V formula showed the very valid results. The final product is a life skills-based career guidance module to increase work interest in high school mentally retarded students.

Teknik Supervisi Individual Untuk Meningkatkan Kemampuan Guru Mata Pelajaran Fisika di SMA

INDIVIDUAL SUPERVISION TECHNIQUES TO IMPROVE THE ABILITY OF PHYSICS TEACHERS IN HIGH SCHOOL (SMA). The aim of this study is to know how the process of implementation of supervision techniques individual for teacher in academic supervision and improve the ability of physics teachers in the implementation of the learning process. Physics teachers who are subjects of science interest in high school still experience some obstacles in the implementation of learning. In general, the problem covers: the understanding of the Minister of National Education Regulation No. 65 of 2013 on Process Standards of Education by both teachers and principals is not evenly distributed; the implementation of academic supervision by the principal is often done just to meet the administrative demands, especially before the accreditation of schools. Based on these problems, then research on academic supervision with individual meeting supervision techniques is very important to be implemented, given the ability of teachers in the learning process is still problematic. Based on the results of the study, academic supervision with individual supervision techniques is able to competency of Physics teachers in high school (SMA).

2009 개정 교육과정 고등학교 '과학'에 대한 학생의 흥미 분석

2009 개정 교육과정 고등학교 '과학'은 민주주의사회의 구성원으로서의 필요한 과학적 소양을 함양하는 것을 목적으로 개발되었다. 우주 탄생에서 생명의 출현에 이르기까지 과학자들의 탐구과정을 탐색하고 첨단 과학기술이 현대 사회에 어떻게 적용되고 영향을 주는지를 탐구함으로서, 과학적 탐구방법과 과정을 이해하고 과학에 대한 흥미와 호기심을 제고하고자 하였다. 한편, 흥미는 학습 성취도와 진로에도 영향을 주는 심리적 구인으로서 중요하다. 이 연구에서는 2009 개정 교육과정 고등학교 '과학'에 대한 고등학생들의 흥미를 선행연구에 따라 다차원적 속성을 지닌 흥미로 규정하여 흥미 측정도구를 개발하고, 이를 2011년에 고등학교 '과학'을 이수한 10개교 고등학생 997명을 대상으로 적용하여 조사하였다. 응답자료를 바탕으로 요인 분석 결과, 고등학교 '과학'에 대한 학생들의 흥미는 동기 차원, 활동 차원, 주제 차원 등을 지닌 다차원적 속성으로 나뉘어지며 각 차원별로 여러 개의 하위 차원으로 구성됨을 통계적으로 확인하였다. 응답 학생들의 고등학교 과학에 대한 일반적인 흥미는 중간 점수보다 약간 높게 나왔으며, 차원별로 보면 동기, 활동, 주제 순으로 흥미가 높게 나타났다. 또한, 응답자의 성별과 진로 희망 계열에 따라서 일부 하위 차원과 범주별로 통계적으로 유의미한 흥미 분포의 차이가 나타났다. 이러한 연구 결과는 2009 개정 교육과정의 고등학교 '과학'을 지도함에 있어서 학생들이 보이는 흥미의 차원별 분포 및 개인변인에 따른 차이를 고려해야한다는 점을 시사한다. High school 'science' in the 2009 revised curriculum in Korea was developed for the purpose of enhancing students' scientific literacy needed for citizenship in a democratic society. For this analysis, 'science' includes a variety of scientific topics from the origin of the universe to the birth of life, and the relationship between technology and modern society. It aims to make students understand the process of scientific inquiry and foster interest and curiosity about science. On the other hand, interest has been studied as a psychological construct to affect academic achievement and career selection of students. In this study, the authors investigated students' interest in high school 'science' in view of the 2009 revised curriculum. To carry this out, a survey tool was developed according to previous research, with 997 high school students' responses analyzed with descriptive statistics and factor analysis. The result showed that the students' interest in high school 'science' in view of the 2009 revised curriculum can be interpreted into three dimensions such as motivation, activity, and topic, which has several sub-dimensions. Students' interest in motivation dimension was higher than in activity or topic dimension, while the average value was slightly higher than the middle value. They showed different distribution of interest by gender and job orientation, especially in activity and topic dimensions. From this study, the authors can infer the multi-dimensional property of students' interest in high school 'Science' and the different distribution of interest by dimensions.

Boosting STEM Interest in High School

A project at Michigan State University shows how public high schools can influence the number of students headed toward STEM careers.

Stability and volatility of STEM career interest in high school: A gender study

AbstractThis retrospective cohort study characterizes how interest in science, technology, engineering, mathematics (STEM) careers changes during high school for more than 6,000 students in a representative national sample of 34 two‐ and four‐year colleges taking mandatory college English courses. Overall, large gender differences in career plans were found, with males showing far more interest particularly in engineering, whereas females were more attracted to careers in health and medicine during their high school years. The key factor predicting STEM career interest at the end of high school was interest at the start of high school. There was an additional effect of gender, indicating both a lower retention of STEM career interest among females and a greater difficulty in attracting females to STEM fields during high school. During the high school years, the percentage of males interested in a STEM career remained stable (from 39.5 to 39.7), whereas for females it declined from 15.7 to 12.7. The students' initial specific (disciplinary) career interests were found to influence the stability of their interest in a STEM career, with those interested in physics careers at the start of high school having the highest retention in STEM. © 2012 Wiley Periodicals, Inc. Sci Ed 96:411–427, 2012

God, Ants and Thomas Bayes

The editors of this volume have invited me to present here my personal philosophy. But I cannot distinguish between my personal philosophy and my theoretical philosophy. As I explained in my autobiography (Markowitz 1990), when I was in high school I read science at a nontechnical level, like the ABC of Relativity , and the original writings of great philosophers. In particular, I was struck by David Hume’s (1776) argument that even though I release a ball a thousand times and, in every instant, it falls to the floor, that does not prove that it will necessarily fall to the floor the thousand-and-first time. In other words, even though Newton’s law of gravity worked in thousands of instances, that did not prove that it would never fail – such as in explaining the orbit of Mercury! Essentially, my philosophical interest in high school lay in the question “What do we know and how do we know it?” When I entered the Economics Department at the University of Chicago I was naturally drawn to the economics of uncertainty. In particular, the work of Leonard J. Savage (1954) – building on that of von Neumann and Morgenstern (1944) – presented, to me among many others, a convincing axiomatic argument that, in acting under uncertainty, one should maximize expected utility using probability beliefs where objective probabilities are not known. It is a corollary of the latter conclusion that, as information accumulates, one should shift one’s beliefs according to Bayes’s rule, reviewed later in this essay. (Hume, too, said that one should attach probabilities to beliefs but did not specify that Bayes’s rule should be used in response to growing evidence for or against various hypotheses.)

Reaching Beyond the United States: Adventures in International Adult Education and Human Resource Development

Travel adventures originated way back in my life when I was a young grade school boy in Southwestern Michigan. My father and mother talked about our family making an automobile trip to California; this was immediately after World War II. The closest we came to California was traveling to Kansas City for the purpose of bringing my oldest sister home for the summer from college. However, on the way home, the boxes of her belongings fell off the top of the car in the middle of the night. We stopped to pick them up and went on home--quite an adventure it was! Developing an International Interest In high school, my two sisters and I traveled as a musical evangelistic team to various churches in six Southeastern United States. I also traveled to Chicago many limes to visit my sisters during their time in college. During my college days in the Twin Cities of Minneapolis and St. Paul, Minnesota, I went on a wonderful month-long choir tour in 14 Western states and Mexico--my first international venture. Through my theological seminary male chorus and quartet, I toured in six Midwestern states. I also heard about my seminary professors' international study visits to the Holy land. My honeymoon travels took my wife and me to 13 Eastern states in the United States and to Canada. Our pastoral ministry also found us in other new places. My preparation for becoming an adult educator moved us from central Illinois to Boston University, and my curiosity was piqued as I heard adult educators and human resource developers describe their international work. All these adventures stirred my penchant for travel and interest in international adult education, but my inclination incubated for a number of years. Highlights of My International Work After many years in the field, I was afforded my first and second international opportunities in adult education (AE) and human resource development (HRD). The year was 1985, and the countries were Brazil, through the Partners of the Americas; and Germany, through the American Association for Adult and Continuing Education (AAACE) and The German Adult Education Association. In the ensuing 22 years, exponential growth of my international AE and HRD work has taken me on 30 different journeys to 14 countries, where I primarily focused on andragogy--the art and science of helping adults learn (Knowles, 1980). I have also had numerous foreign students in my adult education courses at the University of Missouri. Thus, I have worked with adult learners from 76 countries. My international AE and HRD work in multiple formats includes presenting papers at international AE and HRD conferences and presenting papers about my participation in international AE and HRD at conferences in the United States. I have facilitated numerous AE and HRD courses, workshops, seminars, conferences, concurrent sessions, and keynote addresses in various international countries, as well as conducted adult learning courses, workshops, seminars, and conferences for various foreign delegations coming to the United States. Furthermore, in 2004 and 2005, I chaired the Commission on International Adult Education (CIAE) Pre-Conference of AAACE. I am a member of the International Adult and Continuing Education Hall of Fame (IACEHOF) and serve on its Strategic Planning Committee. Countries and Learner Organizations With Whom I Have Worked I have been fortunate to work in numerous countries, including Brazil, Germany, Peoples' Republic of China, South Africa, Canada, Slovenia, Egypt, Jordan, Cyprus, United Kingdom, Thailand, Hong Kong, Australia, and Italy. Groups I have worked with in various countries include university and college faculty, corporate AE, HRD, and health care professionals, correctional educators, municipal judges, community, church, and other religious leaders, public and private school teachers, and business and industry executives, just to name a few. …

Who Majors in Psychology?

We compared 365 graduates with bachelor's degrees in psychology to 244 in sociology/anthropology, 194 in speech communication, 155 in physical and health education, and 204 in social work/society and justice on earlier high school interests, grades, and achievement measures (e.g., vocabulary test scores). Advisers can inform prospective majors that, as high school students, psychology graduates' strongest vocational interest areas were artistic, general cultural, scientific, and service, not unlike successful PhDs in psychology. Psychology majors had similar interests to those majoring in the other four areas, but our majors had better high school grades and achievement test scores.

Herbert Feigl: 1902-1988

Herbert Feigl was born December 14, 1902 in Reichenberg, Austria, and he died in Minneapolis, Minnesota, on June 1,1988. His wife, Maria, followed him in death on February 13,1989. He is survived by a son, Eric O. Feigl, who is professor of physiology at the University of Washington.Feigl's parents were Jewish but not religious; indeed, his father was an outspoken atheist. His father was a weaver and later an influential textile manufacturer, who would have preferred the son to become an industrial chemist. His mother was a devotee of the arts and an amateur pianist, who would play Beethoven sonatas over and over at the young son's request. His high school interests were philosophy, science fiction, physics, and chemistry (which was his major). Moritz Schlick became his favorite philosopher after he read the latter's Allgemeine Erkenntnisslehre. His chief intellectual hero was Einstein.

PUPIL INTEREST IN HIGH SCHOOL SUBJECTS OF STUDY

PUPIL INTEREST IN HIGH SCHOOL SUBJECTS OF STUDY