High School Science Students Research Articles

Testing Honey Bees’ Avoidance of Predators

Many high school science students do not encounter opportunities for authentic science inquiry in their formal coursework. Ecological field studies can provide such opportunities. The purpose of this project was to teach students about the process of science by designing and conducting experiments on whether and how honey bees (Apis mellifera) avoid predators. Students summarized their findings in scientific papers and presentations to research scientists. We found that this project increased student knowledge of the scientific process, scientific writing, what scientists do, and the importance of the environment.

일반고 학생들과의 비교 분석을 통한 자연과학고 학생들의 과학 동기 수준 및 구조 분석

자연과학고는 자연과학과 관련된 직업 교육을 특성화한 고등학교이며 자연과학고 학생들은 높은 수준의 과학 동기가 요구된다. 이 연구는 자연과학고 학생들과 일반 고등학교의 학생들의 과학 동기의 수준과 구조를 비교 분석하기 위해 진행되었다. 이 연구를 위해서 자연과학고 학생 193명, 일반고 학생들은 208명이 참여하였다. 참여 학생을 대상으로 직업적 관심, 학습내용의 관련성 인식, 과학 점수 동기, 과학 수업의 필요성, 과학 수업에 대한 자기 의지, 자아 효능감, 과학수업의 즐거움의 7개 변인의 수준과 구조를 비교하였다. 연구 결과 자연과학고 학생들은 일반 고등학교 학생들에 비하여 7개 동기 요소 모두 낮은 수준을 보였다. 특히 과학 점수 동기와 과학 수업의 즐거움에서 가장 큰 차이가 나타났다. 7개 변인간 경로 분석의 결과는 자연과학고 학생들의 일반 고등학교 학생들에 비하여 직업에 대한 관심이 수업에 대한 자기 의지에 대한 영향력이 더 높았으며, 과학 점수에 대한 동기가 수업의 대한 의지와 자아 효능감에 미치는 영향력이 더 높았다. 자연과학고 학생들의 수업에 대한 자기 의지와 자아 효능감에 관련된 변인의 설명력은 일반 고등학교에 비하여 약 30%가 높았다. 이 결과는 자연과학고 학생들의 과학 동기 구조는 일반 학생들에 비하여 상대적으로 보다 명확하며, 직업에 대한 관심과 과학 점수동기와 같은 외적 동기 요소에 큰 영향력이 있었다. The Natural Science High School is specialized in vocational education or training related to natural sciences such as biology or chemistry. Therefore, natural science high school students are expected to possess a high level of science learning motivation. This study aims to explore natural science high school students' level and structure of science learning motivation by comparing students in general high school. One hundred ninety three students from a natural science high school and 208 from a general high school participated in this study. We administered a questionnaire that consisted of seven science motivation components: 1) career motivation; 2) science grade motivation; 3) understanding the relevance of scientific knowledge; 4) need for learning science; 5) self-determination; 6) self-efficacy; and 7) attitudes toward science class. We employed independent t-test, path analysis, bivariate correlation, and stepwise multiple-regression for the statistical analyses. Our findings illustrated that the natural science high school students' levels on all seven variables were significantly lower than the general high school students.' The path analysis illustrated that career motivation and science grade motivation had relatively stronger influence on self-determination and self-efficacy in the natural science high school student sample than in the general high student sample. The explanatory powers of four independent variables (career motivation, science grade motivation, understanding the relevance of scientific knowledge, and need for learning science) predicting self-determination and self-efficacy were 30% higher in the natural science high school student sample than in the general science high student sample. These results suggested that natural science high school students' science learning motivation may be easier to change by extrinsic motivations such as career and science grade motivation.

The Influence of Ability Beliefs and Motivational Orientation on the Self-Efficacy of High School Science Students in Thailand

This study investigated the influence of entity beliefs, gender stereotypes and motivational goals on participants' self-efficacy in biology and physics and their career aspirations. Participants ( n = 2638, males 46% and females 54%) were students enrolled in Years 10–12 of the academic science-maths stream in Thailand. Entity beliefs were endorsed significantly more by males than by females, while gender stereotypes were endorsed significantly more by females than by males. Entity beliefs were found to be significantly and positively associated with performance avoidance goals towards science. Multiple regression analysis found a negative influence of performance avoidance goals and a positive influence of mastery goals on males' and females' self-efficacy in physics and biology and their career aspirations. The stereotype ‘males are better in physics’ had a positive influence on the measure of self-efficacy of males in physics studies and a negative influence on the self-efficacy of females. The stereotype ‘females are better in biology’ had no influence on the measure of self-efficacy in biology studies for either males or females. Our results support a view of subject-specific inquiry as more revealing than global inquiry for the investigation of gender differences in achievement-related beliefs.

Implicit theories, epistemic beliefs, and science motivation: A person-centered approach

The purpose of this study was to explore (a) the individual belief profiles that naturally arise among middle and high school science students (n=1225); (b) the relationships between these profiles to science achievement and other prominent motivation variables; and (c) the demographic and developmental differences among the belief profiles. Results revealed that a four-class solution fit the data the best. These profiles were differentially related to achievement goal orientations, science self‐efficacy, and science achievement. Differences in profiles also arose as a function of minority status, grade level, and gender. Findings support and refine Schommer-Aikins's (2004) Embedded Systemic Model of epistemic beliefs. Results are discussed in relation to theory and implications for science instruction.

Motivational goal orientation, perceptions of biology and physics classroom learning environments, and gender

Researchers have reported persuasive evidence that students’ perceptions of their classroom learning environment account for significant variance in cognitive and affective outcomes (e.g. intrinsic motivation, self-concept, liking for particular subjects and students’ intention to drop out). The study reported in this paper investigated the relationship between students’ perceptions of classroom learning environment and motivational achievement goal orientations towards biology and physics, as well as the influence of gender. Participants (N = 1538) were high school science students from the north-eastern region of Thailand. Our results suggest that motivational goals are linked to differences in students’ perceptions of learning environment and levels of biology and physics classroom anxiety. We found that females adopted significantly higher levels of mastery and performance approach goals towards biology, while males adopted significantly higher levels of mastery and performance approach goals towards physics. Males adopted significantly higher levels of performance avoidance goals towards both biology and physics. Positive associations emerged between gender and the adoption of specific performance goals, perceived degree of competition in biology and physics classrooms, and levels of biology and physics classroom anxiety. These results suggest that motivational goal orientations and perceptions of learning environment are gender-dependent and domain-specific for the two science content areas.

Features of High School Students' Components of Conceptual Ecologies

The purpose of this study is to explore the relationship between selected components of conceptual ecology that are reflected in high school science students` statements, when answering questions. This study follows from a position that there is reason to believe that, in the process of answering questions, many aspects of conceptual ecology are likely to play a role. Data were gathered through six audio-taped interviews, the science teacher`s profiles of each student, the students` personal journals, their assignments, and their examinations and participation in class. Kay and KY were selected as the focus of this study because theirs were both dramatic as well as representative cases. As the findings suggest, learning styles differ according to distinctions within individuals` conceptual ecologies. Thus the way in which a person learns science varies according to the construction of her/his conceptual ecology. This suggests that different forms of pedagogy may be effective with different types of learners. This also suggests that science educators may have a role in assisting students to develop into constructed, rather than received, learners.

The analysis of differences in structure of Natural Science High School students' science learning motivation in terms of school year and gender

The analysis of differences in structure of Natural Science High School students' science learning motivation in terms of school year and gender

행성운동법칙에 관한 케플러의 귀추적 사고를 도입한 학습자료의 개발 및 적용

본 연구의 목적은 행성운동 법칙에 관한 케플러의 귀추적 사고를 도입한 학습자료를 개발하고 이를 고등학교 수업에 적용하여 학생들의 귀추적 추론을 밝히고자 하는 것이다. 이를 위하여 태양의 자기장, 피겨 스케이터의 각운동량 보존, 케플러의 정다면체 이론을 포함한 제시문과 과제문항을 개발하였다. 본 연구의 대상은 과학고등학교 학생 79명과 일반계 고등학교 학생 83명이었고 과제문항에 대한 응답을 비교 분석하여 학생들의 추론 전략 유형과 특성을 논의하였다. 본 연구의 결과, 학생들은 태양의 자기장에 대한 케플러의 생각을 근거로 화성의 운동에 대하여 불완전 유비귀추, 유비귀추, 자료의 재구성 전략을 사용하여 추론하였다. 케플러 제2법칙에 대한 귀추적 추론에서는 불완전 유비귀추, 유비귀추, 모델 구성 및 조작 귀추 등이 나타났다. 이와 관련하여 피겨 스케이터 유비 자체가 학습자들에게 대안개념을 유발할 수 있으므로 실제 수업에서 좀 더 구체적인 설명이 요구됨을 알 수 있었다. 또한 케플러 제3법칙에 대해서는 특히 정다면체 개념과 기존의 알고 있는 지식을 통합하는 개념적 결합 전략을 사용하여 추론한 경우도 나타났다. 적절한 유비귀추를 보여준 과학고 학생의 비율이 일반고 학생보다 여러 과제에서 더 높게 나타난 반면 일반고 학생은 과학고 학생에 비하여 불완전 유비귀추를 더 많이 보여주었다. 본 연구는 케플러의 귀추적 사고를 모델링하여 가설을 형성하는 과정에서 발휘되는 귀추전략을 밝힘으로써 이와 관련한 수업에서 구체적인 방안을 찾는데 근거 자료가 될 것이다. The purpose of this study was to develop learning materials based on the Kepler's abductive reasoning and to identify high school students' rule-inferring strategies on the law of planetary motion. The learning materials including the concepts of solar magnetic field, conservation of figure skater's angular momentum and Kepler's polyhedral theory were developed and the questions about Kepler's 2nd and 3rd law of planetary motion were also created. The participants were 79science high school students and 83general high school students. The patterns and properties of their abductive inference were analyzed. The findings revealed that the students showed 'incomplete analogy abduction', 'analogy abduction' and 'reconstruction' to generate the hypotheses concerning the Mars' motion related to the solar magnetic field. There were more general high school students who showed the incomplete analogy abduction than science high school students. On the other hand, there were more science high school students who showed the analogy abduction and reconstruction strategy than general high school students. Also, they showed 'incomplete analogy abduction', 'analogy abduction' and 'model construction and manipulation' to generate the hypotheses concerning Kepler's second law. A number of general high school students showed the incomplete analogy. It is suggested that because the analogy of figure skater cause the students' alternative framework to use, more detailed demonstration is necessary in class. In addition, students combined Kepler's polyhedral theory with their prior knowledge to infer Kepler's third law.

An Analysis of Ankara Science High School Students' Attitudes Towards Biology and Their Academic Self-Concepts in Terms of Some Family Characteristics

Abstract The aim of the study is to analyse the science high schoolers’ attitudes towards biology and their academic self-concepts in relation to (a) maternal educational background, (b) maternal employment status, (c) paternal educational background, (d) paternal employment status. The sample includes a total of 322 Ankara Science high school students. The data were collected through the use of an attitude scale with 32-items, an academic self-concepts scale with eight-items and a demographic information form. Alpha coefficients of two instruments are found to be 0.98 and 0.81, respectively. The findings obtained show that neither mothers’ educational background nor their employment status has effects on the subjects’ attitudes towards biology and on their academic self-concept. It was also found that fathers’ educational background as well as their occupational status does not have any impacts on the participants’ attitudes towards biology and on their academic self-concepts

Towards Global Artificial Photosynthesis (Global Solar Fuels): Energy, Nanochemistry, and Governance

This special open access edition of the Australian Journal of Chemistry represents a collection of papers from the first international conference dedicated to creating a Global Artificial Photosynthesis (GAP) or Global Solar Fuels (GSF) project, held at LordHowe Island on 14–18August 2011. Conceived and coordinated by the author of this article, the conference had endorsement from theUNESCONatural Science Sector andwas an official event of the UNESCO 2011 International Year of Chemistry. The federal Department of Industry, Innovation, Science and Research (DIISR, as it was then called) contributed to the funding, as did the Australian National University (ANU) College of Medicine, Biology and the Environment and ANU College of Law. Speakers included over 50 national and international experts in various aspects of artificial photosynthesis, as well as related areas including photovoltaics, hydrogen fuel cells, quantum coherence in electron transfer, and international governance systems. Lord Howe Island is a jewel in the UNESCOWorld Heritage List with its unique southerly coral reefs, mountain microclimate, flora, and fauna (Fig. 1). It provided a perfect symbolic backdrop for discussions about how nanochemistry in particular could devise new mechanisms for powering the planet for this and future generations and what governance structures could assist our move from the Anthropocene towards what has been termed the Sustainocene era. An expert naturalist (Ian Hutton) who was closely involved in that UNESCO listing process for Lord Howe Island gave a presentation to the conference about the energy and pollution challenges facing this beautiful island and donated copies of his illustrated book as gifts for the conference presenters. An innovative feature of the inaugural GAP conference was the involvement of over 40 high-achieving senior year Australian high school science students (from James Ruse Agricultural College in Sydney, Geelong Grammar in Victoria and Narrabundah High School, Radford College, and Canberra Boys Grammar in the ACT). Proceedings began each day at 8 a.m. in the beautifully renovated 1930s-era community hall overlooking the lagoon. There were no parallel sessions and afternoons were free to allow collaborative discussions whilst exploring the island. The island community generously assisted with accommodation and food. Sessions recommenced for a couple of hours after dinner. Each session was constructed to be a multidisciplinary mix of topics and concludedwith short presentations by the high school students that provided an insightful and often hilarious commentary on the presentations. Endingmost evenings was a panel discussion on how to advance governance of global artificial photosynthesis. We are very grateful that many of the GAP conference presenters have produced contributions for this special edition of theAustralian Journal of Chemistry. Amongst these and other attendees were world leaders in many fields connected with solar fuels. Their active contributions during question time vitally helped shape the papers in this issue. Videos of their talks are available at the GAP conference website: http://law. anu.edu.au/coast/tgap/conf.htm. A brief survey of the overall GAP conference contributions is important in understanding the unusually high quality, interdisciplinary context in which this edition of the journal evolved. Some notable presentations at the GAP conference included those on the use of gallium phosphide nanowires in light-driven hydrogen production by Peidong Yang, one of the leaders of the newly established Joint Centre on Artificial Photosynthesis at Berkeley. Dan Nocera from MIT spoke about his ‘artificial leaf’ that configures a triple junction silicon photovoltaic cell with a cobalt catalyst (Co-OEC) for O2 evolution and a ternary alloy (NiMoZn) as the H2-evolving catalyst. [3] Professor Nocera

Searching for Effective Strategies on Teaching Open-Inquiry -Based on Cases of a Science High School Carrying Out KYPT Problem Solving Activities-

The purpose of this study was to search for effective strategies on teaching open-inquiry by comparing students' and teachers' recognition of its difficulties and helpful strategies. This study focused on the cases of science high school students and their teachers, who carried out open-inquiry to participate in KYPT. This research was conducted through participant observation, questionnaires, and interviews. The research findings were as follows: students stated that planning and doing experiments were the most difficult parts, whereas teachers viewed that their students had difficulties in analyzing data and making a conclusion. With respect to the effective strategy, students stated that they gained many ideas from peer discussions although they have had to carry out their individual tasks. On the contrary, teachers thought that reference materials and the discussions with teachers were most helpful. There were clear differences between students' and their teachers' recognition toward open-inquiry and the gap needs to be closed. Consequently, it would be useful to guide students to form teams and to spend more time in peer discussions especially when doing experiments and to encourage teachers to understand students' actual difficulties and needs.

The Effective of Convergence Study Programs on Genetics for Highschool Science Gifted Students

The purpose of this study was to analyse gifted students' perceptions about bioengeering, and to find out the effect of convergence study programs on genetics. In this study, 111(3 students 1 group, 37 teams) 10th grader of science highschool students were participated in convergence study programs such as discussion and writings, espacially bioengeering mission, they were investigated in understanding of bioengeering and creativity in science. The results are as follows: The convergence study program on genetics was very effective in promoting creativity especially on flexibility(p<.01) but there was no significant difference in the understanding of science knowledge. The convergence study program positively affected the science gifted high school students in promoting convergence thinking. Most students participated in these programs were satisfied with convergence study programs on genetics. For the convergence thinking, we need more classes in Social Studies, Humanities in the science highschool curriculum.

얼마나 많은 과학고등학교 학생들이 케플러가 광학과 생리학에서 발견한 과학적 문제를 발견하는가?

The aims of this study are to investigate how Kepler found a scientific problem for the retinal image theory and to investigate how the science high-school students respond when the same situation is applied to them. And their results was compared with general high-school students` results. Kepler found the scientific problem in the eye vision through the critical analysis of contemporary theories of vision, based on his relevant knowledge of optics. When we applied the same situation to the Korean science high school and general high-school students, only a few of science high-school students found the scientific problem as same as Kepler`s finding. From the results, it is suggested that in development of creativity teaching material, the situations like Kepler`s problem finding need to be included in the programs.

Virtual Transgenics: Using a Molecular Biology Simulation to Impact Student Academic Achievement and Attitudes

The transgenic mouse model is useful for studying the causes and potential cures for human genetic diseases. Exposing high school biology students to laboratory experience in developing transgenic animal models is logistically prohibitive. Computer-based simulation, however, offers this potential in addition to advantages of fidelity and reach. This study describes and evaluates a computer-based simulation to train advanced placement high school science students in laboratory protocols, a transgenic mouse model was produced. A simulation module on preparing a gene construct in the molecular biology lab was evaluated using a randomized clinical control design with advanced placement high school biology students in Mercedes, Texas (n = 44). Pre-post tests assessed procedural and declarative knowledge, time on task, attitudes toward computers for learning and towards science careers. Students who used the simulation increased their procedural and declarative knowledge regarding molecular biology compared to those in the control condition (both p < 0.005). Significant increases continued to occur with additional use of the simulation (p < 0.001). Students in the treatment group became more positive toward using computers for learning (p < 0.001). The simulation did not significantly affect attitudes toward science in general. Computer simulation of complex transgenic protocols have potential to provide a “virtual” laboratory experience as an adjunct to conventional educational approaches.

Activities Using Process‐Oriented Guided Inquiry Learning (POGIL) in the Foreign Language Classroom

Process‐Oriented Guided Inquiry Learning (POGIL) is a method that requires students to work in small groups, view models or diagrams, and answer carefully designed questions that guide them to an understanding of the subject matter on their own, with minimal direction from the instructor. Several studies show that the method has been highly effective in teaching high school and university math and science students. This paper shows that the method is also effective in the foreign language classroom, and explains its main features and implementation.

고등학생의 나노기술에 대한 인식과 태도

이 연구의 목적은 고등학생들의 나노기술에 대한 인식과 태도를 알아보는 것이다. 고등학생들은 대체로 나노기술에 대한 인식이 높고, 태도도 긍정적이었다. 과학고등학교 학생들이 일반계 고등학교 학생들에 비해 나노기술에 대한 인식이 높고 좀 더 정확한 지식을 갖고 있었다. 고등학생들은 나노기술에 대한 정보를 TV와 인터넷을 통해 얻는 것으로 나타났으며, 교과서나 과학 수업을 통해서는 접하지 않았다고 인식하는 비율이 높았다. 나노기술과 같은 새로운 과학기술을 소개하는 방법으로 신문 및 방송 프로그램이 적당하다고 생각하고 있었으며, 나노기술과 같은 첨단과학 분야에 대한 궁금증이 생긴다면 인터넷과 과학교사를 통해 정보를 얻겠다는 비율이 높았다. 고등학생들은 대부분의 나노기술 응용분야에 대해 긍정적인 태도를 보였으며, 개인적인 정보를 담은 칩이나 인체에 직접 영향을 미치는 나노 미각 향상제 등에 대해 부정적인 태도를 보였다. 나노기술에 대한 정보를 얻을 수 있는 정보원으로 나노기술 연구자와 과학교사에 대한 신뢰도가 매우 높고 정부 및 공공기관과 인터넷에 대한 신뢰도가 낮은 것으로 나타났다. In this study, high school students' perceptions and attitudes toward nanotechnology are examined through questionnaires gathered from 1704 high school students (five general high schools and two science high schools). As a result, the study shows that high school students have generally high perceptions and positive attitudes toward nanotechnology. Science high school students show more positive attitudes and correct knowledge toward nanotechnology rather than general high school students do. High school students get information on nanotechnology via various sources such as TV and internet, whereas they have rarely perceived to get information on nanotechnology in textbooks and science class. They think that newspaper and TV programs are proper methods to introduce new science technology and get information on the advanced science and technology through the internet and science teachers. High school students show positive attitudes toward the application of nanotechnology, whereas they show negative attitudes toward personal information chips and nano-taste enhancer. And they trust nanotechnology researchers and science teachers, whereas they rarely trust about government, public organizations, and internet.

The reflections of certain social factors concerning science high school students into their attitudes towards physics course

This research aims at studying science high school students’ attitudes towards physics course in terms of a) their family income, levels, b) the amount of money allocated to their education, c) the unit/institution providing them with the money required for, their education, d) the place where they receive education, and e) the location where their family reside. The current research was, conducted with the students of Ankara Science High School, and 339 students were reached. An attitudes scale of 34 items was, employed so as to obtain the data required. The alpha reliability for the scale of attitudes towards physics course was found to be, 0.96. The t test was used in the comparison of pairs whereas one directional variance analysis and scheffe test was used in, comparing groups larger than pairs in data analyses. In consequence, the statistical data demonstrated that science high school, students’ attitudes towards physics course did not differ on the basis of a) the amount of money allocated to their education, b), the unit/institution providing them with the money required for their education, c) the place where they received education, and, d) the location where their family resided.

AN OVERVIEW OF BIOTECHNOLOGY IN TURKISH SECONDARY SCHOOLS: A STUDENT’S PERSPECTIVE ON HEALTH AND ENVIRONMENTAL ISSUES

The increasing importance of biotechnology in many sectors, including industry, medicine and food production, is also being reflected in education. Thus, a comprehensive study was conducted on this field looking at the development of teaching programs, including biotechnology, from the early 1990s. This study aimed to investigate student attitudes towards the use of biotechnological methods, especially from health and environmental perspectives, and seek significant differences between student attitudes towards biotechnological applications and the type of schools where the students were enrolled. In conclusion, this study revealed that most of the students surveyed had doubts about the use of biotechnology in the health sector but they were quite positive on the use of biotechnology in eliminating environmental waste and water pollution. Additionally, science high school students had more positive attitudes towards the use of biotechnology in medical advances and their application than Anatolian, vocational and general high school students.

Science High School Students' Images of the Scientist before and after the Green Investigation with Scientists

Science High School Students' Images of the Scientist before and after the Green Investigation with Scientists

The Pulsar Search Collaboratory

The Pulsar Search Collaboratory [PSC, NSF #0737641] is a joint project between the National Radio Astronomy Observatory (NRAO) and West Virginia University (WVU) designed to interest high school students in science, technology, engineering, and mathematics [STEM] related career paths by helping them to conduct authentic scientific research. The 3- year PSC program, which began in summer 2008, teaches students to analyze astronomical radio data acquired with the 100-m Robert C. Byrd Green Bank Telescope for the purpose of discovering new pulsars. We present the results of the first complete year of the PSC, which includes two astronomical discoveries.