Middle School Grades Research Articles

또래 중심 생태 미술 활동이 지적장애 학생의 공격성 완화에 미치는 효과

Objectives Purpose The purpose of this study is to investigate the effect of peer-centered ecological art activities on alleviating aggression of students with intellectual disabilities.
 Methods To this end, it was pointed out that among the students in the third grade of middle school requested by the homeroom teacher, they received a score of 21 or higher on the aggression scale of the shortened Conner rating scale, as they were having difficulties adjusting to school life due to their aggressive attitude among the classes of H special school located in Busan. Four students with disabilities (1 male, 3 female) were selected as the research subjects.
 Results TLooking at the results, it was found that before the peer-centered ecological art program was implemented, all five areas of the adaptive behavior test standardized test (K-ABS) aggression decreased after the peer-centered ecological art program was implemented. Among the sub-items, ‘61. The most significant decrease was in the category of 'I am violent or angry.’ In addition, looking at the observation log of the peer-centered ecological art program, as the sessions progressed during the program, the students' attitudes toward natural subjects and materials and their finished works became more serious and calm, and their aggressive behavior decreased. It was found that there was also a positive change in the action.
 Conclusions In conclusion, it was found that the aggression of students with intellectual disabilities was reduced through the development and application of a peer-centered ecological art program. Recognizing that many students with intellectual disabilities have this problem of maladaptive behavior in the future, if a more systematic and long-term peer-centered ecological art program is developed, it will be of more help in reducing the aggression of students with intellectual disabilities, and continuous research is required.

Exploratory study of the provision of academic and health-related accommodations to transition-age adolescents and emerging adults with spina bifida.

The purpose of this exploratory study was to investigate the types of academic and health-related accommodations provided to adolescents and emerging adults with spina bifida aged 9-20 years. Data were extracted from the paper and electronic records of transition-age youth enrolled in the study. Four open ended items involved content analysis. The most frequently identified accommodation was enrollment in special education classes in 47.7% of the charts. Other academic accommodations that were most often reported were adaptive physical education (n = 71, 39.9%), tutoring (n = 28; 15.7%), and home schooling (n = 21; 11.8%). Clean intermittent catheterization was the most frequently identified health-related accommodation provided by the school nurse/aide (n = 57; 32%).The largest percentage of requests for additional accommodations were made during the middle school grades (15; 54.8%) followed by high school (10; 32.2%). Findings demonstrated that persistent issues were identified by parents/adolescents regarding the provision of school-related accommodations. This is a relevant area for clinical practice to ensure students with special health care needs and those with spina bifida receive the academic and health-related accommodations in their Individualized Education Program/504 plans.

The effect of using the Polya strategy on the achievement of fourth grade middle school students in chemistry

يهدف البحث الحالي التعرف على مدى تأثير استخدام أستراتيجية بوليا في تحصيل طلاب الصف الرابع الأعدادي في مادة الكيمياء وتم التحقق من الهدف من خلال التحقق من صحة الفرضية الصفرية الأتية : (لا يوجد فرق ذو دلالة إحصائية عند مستوى دلالة (٠٫٠٥) بين متوسط درجات المجموعة التجريبية الذين يدرسون باستخدام أستراتيجية بوليا ومتوسط درجات المجموعة الضابطة الذين يدرسون بالطريقة الاعتيادية في الاختبار التحصيلي). وتحدد البحث الحالي بطلاب الصف الرابع الأعدادي لفرع العلمي ، وبلغت عينة البحث (60) طالبا موزعين لكل شعبة (30) طالبا ، وتم أختيار الشعبتين بالتعين العشوائي البسيط ، وتم مكافأة المجموعتين بالمتغيرات (الذكاء ، والمعلومات السابقة). تم أعداد الأختبار التحصيلي الذي تألف من (20) فقرة ، (10) فقرات من نوع الأختيار من متعدد و(5) فقرات من نوع الفقرات التكميلية (الفراغات) و(5) فقرات من نوع المقالية ، وتم حساب الخصائص السايكومترية له من صدق وثبات ومعامل صعوبة وقوة تميزية وفاعلية بدائل . وأظهرت النتائج تفوق المجموعة التجريبية التي درست بأستخدام (أستراتيجية بوليا) على المجموعة الضابطة التي درست بالطريقة الأعتيادية ، وفي ضوء النتائج أوصى الباحث بأستخدام أستراتيجية بوليا في تدريس المواد العلمية وخاصة مادة الكيمياء ، وأقترح أجراء دراسات وبحوث أخرى تتناول اثر أستراتيجية بوليا في متغيرات أخرى مثل (تنمية المهارات ، تنمية التفكيرالناقد ، الأتجاه نحو المادة ، أكتساب المفاهيم وأستبقائها).

Perceptions of Earth Science using assistive and supportive technologies by students who are blind or visually impaired

Students with blindness or visual impairments (BVI) need to participate in scientific laboratory experiences at the K12 level to be successful in college-level science courses. These K12 level students need instruction to actively conduct science experiments and not only allow sighted students to conduct them. While it may be a challenge, with appropriate assistive and supportive technologies, students with BVI can be successful in conducting scientific investigations to address Next Generation Science Standards. The Discoveries in Earth Science (DES) program provides engaging accommodations adaptive to the needs of elementary, middle, and high school grade students with BVI to successfully prepare for careers in STEM.

An integrated STEM-based mathematical problem-solving test: Developing and reporting psychometric evidence

Science, technology, engineering, and mathematics (STEM) problem-solving is necessary to be infused into the classroom. Nevertheless, the criticism of underrepresented mathematics in STEM problem-solving assessment is an issue. In this study, we develop and investigate the psychometric evidence of an integrated STEM-based mathematical problem-solving test. The product of the test was a mathematical essay test that contains three scientific scenarios related to the environment in every middle school grade. The mathematical contents were integrated into engineering-based design using the technology. Three experts filled an assessment sheet to assess content validity, which was analyzed using a content validity index (CVI) and intraclass correlation coefficient (ICC). The result of content validity revealed that overall items were valid and reliable. The construct validity was examined using the Rasch analysis from the data of Grades 7–9 students in Indonesia (n = 286). The construct of all scenarios and prompting items indicated fit with various difficulty levels and acceptable discrimination value. Nevertheless, four prompting items were reported as misfit based on unweighted mean square value. The recommendation for improvement is emphasized in the language clarity aspect. The inter-rater reliability was also declared good. A further study is suggested to provide a computer-based test.

Association of supply sources of alcohol and alcohol-related harms in adolescent drinkers: the baseline characteristics of a high school cohort across Thailand

BackgroundThe main objective of this study was to investigate the association between parental supply of alcohol, alcohol–related harms, and the severity of alcohol use disorder in Thai 7th grade middle school students.MethodsA cross–sectional descriptive study obtained the baseline data from the project named the Thailand Parental Supply and Use of Alcohol, Cigarettes & Drugs Longitudinal Study Cohort in Secondary School Students in 2018. The sample size was 1187 students who have ever sipped or drank alcohol in the past 12 months. Pearson’s Chi square, binary logistic regression, and ordinal logistic regression are applied in the analysis.ResultsA single source of parental supply is not significantly associated with any alcohol-related harm and the severity of alcohol use disorder, while parental supply with peers and siblings supply of alcohol plays an important role in both outcomes. The increasing number of sources of alcohol supply increases the risk of alcohol–related harm and the severity of alcohol use disorder. Other risk factors found in both associations included binge drinking, alcohol flushing, low household economic status, distance from the student’s family, and poor academic performance. Gender, exposure to alcohol ads on social media and location of residency were not associated with alcohol–related harms or severity of alcohol use disorder.ConclusionsThe results did not support parental guidance in teaching or giving children a drink or sip of alcohol within family to prevent related harms when drinking outside with their peers.

Tobacco Product Use Among Middle and High School Students - United States, 2022.

Tobacco use* is the leading cause of preventable disease, disability, and death among adults in the United States (1). Youth use of tobacco products in any form is unsafe, and nearly all tobacco use begins during youth and young adulthood (2). The Food and Drug Administration (FDA) and CDC analyzed data from the 2022 National Youth Tobacco Survey (NYTS) to estimate current (past 30-day) use of eight tobacco products among U.S. middle (grades 6-8) and high school (grades 9-12) students. In 2022, approximately 11.3% of all students (representing 3.08 million persons) reported currently using any tobacco product, including 16.5% of high school and 4.5% of middle school students (2.51 million and 530,000 persons, respectively). Electronic cigarettes (e-cigarettes) were the most commonly used tobacco product among high school (14.1%; 2.14 million) and middle school (3.3%; 380,000) students. Approximately 3.7% of all students (representing 1 million persons) reported currently smoking any combustible tobacco product. Current use of any tobacco product was higher among certain population groups, including 13.5% of non-Hispanic American Indian or Alaska Native (AI/AN)† students; 16.0% of students identifying as lesbian, gay, or bisexual (LGB); 16.6% of students identifying as transgender; 18.3% of students reporting severe psychological distress; 12.5% of students with low family affluence; and 27.2% of students with low academic achievement. Implementation of comprehensive evidence-based tobacco control strategies, combined with FDA regulation, is important for preventing and reducing youth tobacco product use (1,2).

Integrating Gamification into Middle School Mathematics Curriculum: Game-Based Learning Approach in Namibia

The urge to integrate gamification into the traditional curriculum as a new educational technology tool has garnered widespread popularity throughout the years. In that light, unknown is the degree to which Namibia can adopt game-based learning in its educational system, precisely the middle schools. Consequently, the purpose of this study was to ascertain the perceptions of learners and teachers toward the effective integration of gamification into the mathematics curriculum for middle school learners in Windhoek, Namibia. Grounded in the pragmatism philosophy, the study adopted a mixed research method in which quantitative data were obtained from 876 learners in middle school grades while qualitative data were acquired from 29 mathematics teachers using questionnaires with close-ended and open-ended questions, respectively. To dive into the phenomenon, the study analyzed quantitative data using structural equation modeling in the LISREL program, while qualitative data were analyzed using coding and reflexive thematic analysis with direct quotations in ATLAS.ti software. Based on the findings, learners and teachers in Windhoek expressed positive perceptions of integrating gamification into the middle school mathematics curriculum. However, the study also reveals the possibilities of gamifying the mathematics curriculum to be merely effective at the first stage of implementation, but other subjects are at stake, and not inclusive-friendly to learners from previously disadvantaged backgrounds, as emerged from the qualitative aspect of the study. Thus, the research calls for cohesive support in terms of financial support, non-financial support, and human capital support from the private sector, government, and international organizations to ensure the effective integration of gamification without jeopardizing other subjects and the inclusivity of vulnerable learners and those in remote areas.

Investigation of 7th and 8th Grade Middle School Students’ Environmental Ethics Attitude Levels in Relation to Different Variables

One way to increase people’s positive behaviors toward nature is to ensure that students gain environmental ethics attitude concerning environmental issues. In this regard, the current study investigates the 7th and 8th-grade students’ environmental ethics attitude levels in relation to some variables (grade level, gender, school type). The study employed the survey model, one of the quantitative methods. The current research’s sampling was selected using the stratified sampling method. A total of 723 students (349 seventh graders and 374 eighth graders) attending middle school participated in the current study. The “Environmental Ethics Attitude Scale” was used as a data collection tool in this research. The findings of the current study have revealed that the 7th and 8th-grade students’ environmental ethics attitude levels vary significantly depending on gender in favor of the female students (U(142857) = 560.34; p < 0.001). Moreover, no statistically significant difference was found between the environmental ethics attitude levels of the 7th graders and 8th graders (U(124827) = 63752.00; p > 0.05). In addition, no statistically significant difference was found between the environmental ethics attitude level of the students attending schools located in peripheral districts of the city and that of the students attending schools located in the central districts of the city (U(191838)) = 48993; p > 0.05). The seventh-grade and eighth-grade students’ eccentric environmental ethics attitude mean score and anthropocentric environmental ethics attitude mean score were very close to each other. This shows that the students have environmental ethics attitude yet cannot give up anthropocentric behaviors. Similar studies can be conducted with students from different grade levels.

Leveraging the epistemic emotion of awe as a pedagogical tool to teach science

ABSTRACT Awe is a complex emotion theorised to impact science learning and practice. In science education, awe has the potential to motivate explanation-seeking, promote conceptual change, and instill feelings of connectedness to the natural world. This exploratory study examined teachers’ experiences with awe as well as their uses of awe in their science instruction. Thirty-four elementary (grades 4-5; n =14) and middle school (grades 6-7; n = 20) teachers completed a survey of awe perceptions and experiences and participated in a semi-structured interview. Results showed that science teachers report using awe-invoking classroom experiences in a variety of science disciplines with the intention of leveraging the emotional response in ways that facilitate learning outcomes and inspire long-term science interest. Teachers also reported numerous dispositional factors they perceived as being influential in governing awe experiences in science instruction including age, prior experiences, interest, curiosity, and the presence of co-occurring emotions. This study adds to the developing body of work around awe and science instruction, supports the findings from other fields related to the epistemic and self-transcendent nature of awe, and suggests that awe can be used to enhance science teaching and learning.

다문화가정 청소년의 삶 만족도와 어머니의 일상생활 스트레스와 문화적응 스트레스 간 종단 분석

Objectives The purpose of this study is to longitudinally examine the changes in the life satisfaction of adolescents from multicultural families and the mother's acculturation stress according to the change of time, and the change in the relationship between adolescents' life satisfaction and mother's daily life stress. Methods For this purpose, data from the 4th and 6th years (2014-2016) were used among the multicultural youth panel survey data of the Korea Youth Policy Institute. The subjects of this study were 1,625 mothers from multicultural families and 1,635 adolescent children from 1st to 3rd grade of middle school. Results The research results are as follows. First, it was found that the life satisfaction of adolescents from multicultural families and the mother's acculturation stress gradually decreased as the children progressed from the first to the third year of middle school, and the mother's daily life stress gradually increased. Second, the higher the life satisfaction of children of multicultural families during the first year of middle school, the lower the daily life stress and acculturation stress of foreign mothers measured at the same time. In addition, the rate of change in life satisfaction among adolescents from multicultural families during the first to third year of middle school had a negative effect on the rate of change in mother's daily life stress. Third, it was found that the mother's initial value of acculturation stress plays a partial mediating role in the relationship between the initial value of life satisfaction of adolescents from multicultural families, and the mother's initial value of daily life stress and the rate of change of daily life stress. Conclusions The results of this study have policy implications that social measures should be devised to enable multicultural families to settle healthily in Korean society.

Learning to play a musical instrument in the middle school is associated with superior audiovisual working memory and fluid intelligence: A cross-sectional behavioral study.

Music training, in all its forms, is known to have an impact on behavior both in childhood and even in aging. In the delicate life period of transition from childhood to adulthood, music training might have a special role for behavioral and cognitive maturation. Among the several kinds of music training programs implemented in the educational communities, we focused on instrumental training incorporated in the public middle school curriculum in Italy that includes both individual, group and collective (orchestral) lessons several times a week. At three middle schools, we tested 285 preadolescent children (aged 10–14 years) with a test and questionnaire battery including adaptive tests for visuo-spatial working memory skills (with the Jack and Jill test), fluid intelligence (with a matrix reasoning test) and music-related perceptual and memory abilities (with listening tests). Of these children, 163 belonged to a music curriculum within the school and 122 to a standard curriculum. Significant differences between students of the music and standard curricula were found in both perceptual and cognitive domains, even when controlling for pre-existing individual differences in musical sophistication. The music children attending the third and last grade of middle school had better performance and showed the largest advantage compared to the control group on both audiovisual working memory and fluid intelligence. Furthermore, some gender differences were found for several tests and across groups in favor of females. The present results indicate that learning to play a musical instrument as part of the middle school curriculum represents a resource for preadolescent education. Even though the current evidence is not sufficient to establish the causality of the found effects, it can still guide future research evaluation with longitudinal data.

RESEARCH ON SOME ANTHROPOMETRICAL MEASURES AND INDEXES OF FIRST-GRADE PUPILS OF KINH, KHMER, AND CHAMPA ETHNICS IN THE MEKONG DELTA

Background: the anthropometrical measures and indexes are essential elements in research on human development. Measuring the measurement of the human physique to identify the developmental rules has been studied for a long time and in many places worldwide. Objectives: to confirm the anthropometrical measurement and indexes of first-grade pupils of Kinh, Khmer, and Champa folk in the Mekong Delta. Materials and methods: a cross-sectional descriptive study of 1694 first-grade pupils at elementary, middle, and high school in the Mekong Delta from September 2020 to June 2021. The sample size was selected according to the cluster sampling method. Results: The number of males and females was not significantly different. The proportion of children of the Kinh and Khmer ethnic groups is similar and superior to the Champa ethnic group. At the elementary and middle school, the Kinh ethnic boys and girls’ weight is highest (p<0,05). Until high school, the Kinh ethnic pupils’ weight was lower than the Khmer or Champa ethnic pupils’ (p<0,05). At the same age and same sex, we recorded that the children's weight was 3-10kg higher than that reported by the Department of Medicine, Dentistry and Pharmacy at Can Tho University in 1999 (p<0.05). The Kinh ethnic pupils’ vertical and sitting height is higher than the others (p<0,05). The nutritional status of children in Can Tho has gradually improved compared with the study of Le Dinh Van in Thua Thien Hue and the WHO report in 2007. Almost BMI indexes in first-grade pupils of elementary and middle school are <18,5. The nutritional status of students of all ethnicities improved significantly when they reached the age of 15. Our Skelie indexes show that almost boys and girls have long legs, outperforming Le Dinh Van's results and the Faculty of Medicine, Dentistry and Pharmacy report at Can Tho University in 1999 (p<0.05). QVC is only relatively accurate in older children aged 16 years or older, so our results are for reference only. Conclusions: Most measurements and anthropometric indices were higher in boys than in girls (p<0.05). The Kinh ethnic pupils’ anthropometrical measures and indexes are higher than the Khmer or Champa ethnic pupils’ ones at the first grade of elementary and middle school, but they are lower than the others in the first grade of high school. Measurements and anthropometric indexes of primary school students improved significantly compared to previous studies (p<0.05). The growth in height, especially the length of the lower limbs, is clearly improved.

Coding relevance

Relevance is one of the crucial criteria for assessing the quality of argumentation in education. In argumentation and education, relevance has never been analyzed or coded. While several theories have included in their analysis some indicators of cohesion or clarity, this characteristic of dialogue and discourse has never been addressed as a distinct phenomenon. This paper builds on the existing studies in linguistic and philosophy to advance criteria for assessing relevance, which in turn can be used for developing a coding scheme for evaluating dialogue moves. Relevance is analyzed starting from the pragmatic principle that dialogue moves are instruments for pursuing a common dialogical goal. Starting from a classification of the possible types of dialogue moves, defined based on the possible dialogue that they propose or continue, five criteria of relevance are illustrated, capturing both pragmatic and topical coherence. Such criteria are shown to provide guidance for distinguishing not only relevant from irrelevant moves, but also the degrees of strength of relevance. The theoretical framework and the assessment criteria will be illustrated through a corpus of classroom interactions collected in Portuguese middle-grade schools.

랜덤 포레스트 회귀 기반의 교사-학생관계 영향요인 탐색과 SHAP을 활용한 해석

The purpose of this study is to explore factors affecting the teacher-student relationship of middle and high school first grade students. It was intended to provide information for improving the teacher-student relationship through the analysis results. This study performed random forest regression analysis using GEPS data. The subjects of this study were 5,586 middle school students and 5,348 high school students. The explanatory variables used in the analysis were 478 items in middle school and 499 items in high school. 24 major factors were derived using SHAP value. The result is as follows: First, the main factors that influenced teacher-student relationships in the first grade of middle school were ‘school satisfaction’, ‘friendship relationship’, ‘teacher’s passion’, ‘teacher’s teaching ability’, ‘teacher’s teaching method’, ‘vacation life’, and ‘parent attachment-trust’. Second, the main factors that influenced teacher-student relationships in the first grade of high school were ‘school satisfaction’, ‘friendship relationship’, ‘teacher’s passion’, ‘teacher’s teaching method’, ‘self-esteem’, and ‘parent attachment-trust’. School satisfaction(8 items), peer relationship(6 items), teacher passion(1 item) and parent attachment-trust(1 item) were the same influencing factors, but the contribution of each question was different depending on the school level. Schools need to approach improving teacher- student relationships considering the results of the study.

토의·토론 활동과 창의성 간의 종단적 관계 분석

This study analyzed the longitudinal relationship between discussion/debate activities and creativity using data from the 2nd and 5th years of the Busan Education Longitudinal Study (BELS) 2016. Descriptive statistics and correlation analysis for each variable and autoregressive cross delay models were analyzed using longitudinal data for 4 years from 5th grade to 2nd grade of middle school of 2,359 students in Busan. As a result, first, there was a positive correlation between discussion/debate activities and creativity. Second, discussion/debate activities and creativity were stable over time. Third, the discussion/debate activity for the previous time point had a significant positive effect on the creativity for the next time, and it was found that the creativity for the previous time point also had a significant positive effect on the discussion/debate activity for the next time point. Thus, when the longitudinal relationship between discussion/debate activity and creativity was analyzed, it was found that there was a positive influence relationship in both directions. Based on this, the following were suggested. First, it is necessary to continuously present various types of discussion/debate activities to students in the educational field. Also, it is necessary to develop and disseminate various teaching and learning strategies for developing students' abilities. Second, it is necessary to maximize the effect by strengthening the virtuous cycle structure based on the continuous positive influence between discussion/debate activities and creativity. In addition, in the development and dissemination of various teaching and learning strategies, it should be possible to continuously strengthen their virtuous cycle structure and increase its effectiveness.

Changes in Physical Fitness among Elementary and Middle School Students in Korea before and after COVID-19.

The present study aimed to analyze changes in health-related physical fitness among Korean elementary and middle school students before (2019) and after (2021) the COVID-19 pandemic. Data collection was completed by requesting the physical activity promotion system (PAPS) data from elementary and middle school students. This information is obtained annually by the Goyang Office of Education in Gyeonggi-do, Korea. The collected data were measured in 2019 and 2021. Data were collected from 17,000 children in the fifth and sixth grades of elementary school and about 24,000 boys and girls in the first, second, and third grades of middle school. Chi-square analyses were used to examine data from each school’s health-related physical fitness examinations. Our results indicated that physical fitness levels were significantly lower in 2021 than in 2019 across the following six areas: cardiorespiratory endurance, power, muscular strength, flexibility, obesity, and overall health-related physical fitness (p < 0.05). In addition, the ratio of students with excellent physical fitness (PAPS Grades 1 and 2) significantly decreased from 2019 to 2021, while the ratio of students with poor physical fitness (PAPS Grades 3, 4, and 5) increased (p < 0.05). In addition, there were some differences according to grade and gender. Discussions regarding the impact of decreases in physical activity on physical fitness, interpretations of physical fitness in the context of a pandemic, and practical measures that can be implemented to improve health and fitness among children and adolescents in such situations remain essential.

STEM Project-Based Instruction: An Analysis of Teacher-Developed Integrated STEM PBI Curriculum Units

Integrated science, technology, engineering, and mathematics (STEM) and project-based instruction (PBI) have both received increased attention as instructional approaches that allow for deep, authentic student learning. However, there has been little research that explores the overlap of these two related yet distinct approaches. In this case study, eight teacher-developed STEM PBI curriculum units for grades 1–8 were analyzed using content analysis methods. Each unit was scored for integrated STEM and PBI quality. Findings highlight strengths related to an authentic context for learning, opportunities for communication, and the development of a final product that is shared publicly. However, weaknesses were also apparent related to STEM content integration and learning goals, student voice and choice, assessment, and organization. Notably, the content analysis also illustrated that the units developed for elementary grades (1 and 5) were generally stronger than those units developed for middle-school grades (7 and 8). Implications for practice and future research are discussed.

Youth voices and experiences regarding a school-based cognitive behavioral therapy skills intervention: lessons for future engagement and adaptation

BackgroundThe Cognitive Behavioral Therapy Skills Intervention (or CBTSI) aims to build mental health literacy and knowledge, allowing youth to build resilience and improve mental health broadly. In Ontario, Canada, youth voice is scant and European studies have largely reported on youth factors supporting stigma reduction, help-seeking intentions and overall satisfaction with a given intervention. Process evaluations and implementation that underpin what youth require to embrace mental health literacy interventions, particularly those that embed key learning principles in the everyday curriculum, have not been broached. The goal of this study is to understand both barriers and facilitators to engagement with the CBTSI (an intervention novel in itself because of the combined mental health plus cognitive behavior therapy (CBT) skills principles embedded in literacy) and the resources and structures that students report requiring, to fully engage with such an intervention.MethodsStudent focus groups were conducted utilizing qualitative interviews that were analyzed thematically. Analysis was informed using principles of pragmatism and analyzed inductively using thematic analysis (Braun and Clarke, Qual Res Psychol 3:77–101, 2006), first looking at the whole and then coding for themes, within an interpretivist framework. Youth were in middle school (grade 7 and 8) in Toronto, Canada who had received the CBTSI. Face to face interview guides with iterative questioning were conducted in February of 2020, and these interviews were audio-recorded and professionally transcribed. Teachers randomly chose a subset of youth whose parents consented to the research to ensure ethno-racial similarity to classroom demographics.ResultsThere were eight groups with sixty students who participated. Students were 12 to 14 years of age. Major themes were identified: maximizing the opportunities for involvement and self-determination created an atmosphere where confidence and self-compassion could flourish, signalling to the students that they understood and were able to deploy the strategies they were taught; students expressed that the intervention needs to be adapted to enhance personal dignity, respecting both individual wishes and goals in light of the variability in student reported mental health. A model explains the structures and adaptations required to maximize learning based on youth feedback.InterpretationMental health literacy incorporating CBT is a promising population-based health promotion intervention. Future adaptations and implementation decisions regarding the CBTSI need to address the wishes and experiences of these youth. Youth voice in this study explored factors that prevent and promote the uptake of the key lessons within the context of existing variability in student mental health that is often found within the context of a regular classroom. The results should be used to adapt the CBTSI as it is disseminated more broadly.

Which is More Effective in Teaching Energy Transformations: Technology-Based or Inquiry-Based Science Teaching?

This research aimed to compare the short and long-term effects of technology-supported and inquiry-based teaching prepared within the scope of energy transformation on students’ academic achievement. It was designed as an exploratory action research case study. The research group consisted of forty-three students studying at the seventh grade (between thirteen-fourteen ages) of a public middle school in Turkey during the fall semester of the 2017 year. One of the classes with a similar academic background in the school where the researcher also worked as a science teacher was assigned as the experimental group and the other as the control group. The activities in the experimental group were carried out in a technology-supported manner using PhET simulations supported by also worksheets, while the control group was taught based on inquiry-based hands-on laboratory activities by worksheets. The data were collected through an achievement test consisting of open-ended questions and scoring with a rubric. The test was implemented twice, after the interventions, and in the following sixth month for both groups. Normally distributed data were compared with interdependent and paired-samples t-tests. The results showed that although the achievement scores for the technology-supported teaching group were significantly higher in the post test, no difference between the scores at the end of the sixth months, and significant information losses were experienced in both groups, with the most technology-supported science teaching.