What Do Middle and High School Students Know About the Particulate Nature of Matter After Instruction? Implications for Practice

This study explores middle and high school students' understanding of the particulate nature of matter after they were taught the concept. A total of 87 students (41 high school and 46 middle school) participated in the study. Findings suggest that students held misconceptions about the law of conservation of matter, chemical composition of matter in different phases of matter, the process of condensation, and behaviors of molecules at a microscopic level. The discussion focuses on the implications of these findings for enhancing science teachers' pedagogical content knowledge.     

Student Competence in Understanding the Matter Concept and Its Implications for Science Curriculum Standards

Using the US national sample from the 1995 Third International Mathematics and Science Study (TIMSS), this study examined students' competence levels in understanding the matter concept at grades 3, 4, 7, 8 and high school graduation, and compared them to the expectations in the US national science education standards. It was found that third‐grade students were developing understanding on mixtures, and fourth‐grade students were developing understanding on separating mixtures; seventh‐ and eighth‐grade students were only at the beginning level of differentiating chemical properties from physical properties; they were not ready for the particulate model of chemical change. High school physical science specialization students were still at the developing level of understanding kinetic and atomic models of chemical and physical changes; they may not be able to master those theories. The findings suggest that the Benchmarks for Science Literacy and Atlas for Science Literacy may have overestimated the competences of elementary, middle school, and high school students.     

Enriching Science and Math Through Engineering

This case study reviewed the collaborative efforts of university engineers, teacher educators, and middle school teachers to advance sixth‐ and seventh‐grade students' learning through a series of project‐based engineering activities. This two‐year project enriched regular school curricula by introducing real‐world applications of science and mathematics concepts that expanded opportunities for creativity and problem‐solving, introduced problem‐based learning, and provided after‐school programming (for girls only) led by engineering students from the local university. This engineering education initiative showed significant impact on students' (1) confidence in science and mathematics; (2) effort toward science and mathematics; (3) awareness of engineering; and (4) interest in engineering as a potential career. With regard to gender, there were no significant differences between boys' and girls' responses. The girls' confidence in their own skills and potential, however, was significantly more positive than the boys' confidence in the girls. These results gave rise to new questions regarding mentor/mentee relationships and the overall effect of “girls only” mentoring.     

A Framework for Characterizing Middle School Students' Statistical Thinking

People make use of quantitative information on a daily basis. Professional education organizations for mathematics, science, social studies, and geography recommend that students, as early as middle school, have experience collecting, organizing, representing, and interpreting data. However, research on middle school students' statistical thinking is sparse. A cohesive picture of middle school students' statistical thinking is needed to better inform curriculum developers and classroom teachers. The purpose of this study was to develop and validate a framework for characterizing middle school students' thinking across 4 processes: describing data, organizing and reducing data, representing data, and analyzing and interpreting data. The validation process involved interviewing, individually, 12 students across Grades 6 through 8. Results of the study indicate that students progress through 4 levels of thinking within each statistical process. These levels of thinking were consistent with the cognitive levels postulated in a general developmental model by Biggs and Collis (1991).     

Students' Attitudes Toward Science as Predictors of Gains on Student Content Knowledge: Benefits of an After‐School Program

High‐quality after‐school programs devoted to science have the potential to enhance students' science knowledge and attitudes, which may impact their decisions about pursuing science‐related careers. Because of the unique nature of these informal learning environments, an understanding of the relationships among aspects of students' content knowledge acquisition and attitudes toward science may aid in the development of effective science‐related interventions. We investigated the impact of a semester‐long after‐school intervention utilizing an inquiry‐based infectious diseases curriculum (designed for use after‐school) on 63 urban students' content knowledge and aspects of their attitudes toward science. Content knowledge increased 24.6% from pretest to posttest. Multiple regression analyses indicated suggested that the “self‐directed effort” subscale of the Simpson–Troost Attitude Questionnaire—Revised best predicted increases in students' science content knowledge. The construct “science is fun for me” served as a suppressor effect. These findings suggest that future after‐school programs focusing on aspects of attitudes toward science most closely associated with gains in content knowledge might improve students' enthusiasm and academic preparedness for additional science coursework by improving student attitudes toward their perceptions of their self‐directed effort.     

Elements of Design‐Based Science Activities That Affect Students' Motivation

The primary purpose of this study was to examine the ways in which a 12‐week afterschool science and engineering program affected middle school students' motivation to engage in science and engineering activities. We used current motivation research and theory as a conceptual framework to assess 14 students' motivation through questionnaires, structured interviews, and observations. Students reported that during the activities they perceived that they were empowered to make choices in how to complete things, the activities were useful to them, they could succeed in the activities, they enjoyed and were interested in the hands‐on activities and some presentations, they felt cared for by the facilitators and received help when they were stuck or confused, and they put forth effort. Based on our examination of data across our three data sources, we identified motivating opportunities that were provided to students during the activities. These motivating opportunities can serve as examples to help both formal and informal science educators better connect motivation theory to practice so that they can create motivating opportunities for students. Furthermore, this study provides a methodological example of how students' motivation can be examined during the context of authentic science and engineering instruction.     

Nontraditional College Students and the Role of Collaborative Learning as a Tool for Science Mastery

This study investigates the way collaborative learning that occurs primarily outside the classroom affects college students' understanding of science. Collaborative learning is particularly important for the increasing number of nontraditional students who have limited time available for study groups and other peer learning activities occurring outside of class time. Using a national study of 4,644 college students of various academic majors, multiple linear regression was used to identify variables that enhance science learning. Time spent in peer learning settings, such as teaching science to peers and discussing science with peers, were the strongest predictors of understanding science; moreover, this finding was consistent even for nontraditional students who reported less frequency of engagement in such activities. The study suggests that science educators can enhance learning when they structure their courses to include peer learning that engages students with each other over science issues outside the classroom.     

Taiwanese Gifted Students' Views of Nature of Science

This study examined the conceptions of nature of science (NOS) possessed by a group of gifted seventh‐grade students from Taiwan. The students were engaged in a 1‐week science camp with emphasis on scientific inquiry and NOS. A Chinese version of a NOS questionnaire was developed, specifically addressing the context of Chinese culture, to assess students' views on the development of scientific knowledge. Pretest results indicated that the majority of participants had a basic understanding of the tentative, subjective, empirical, and socially and culturally embedded aspects of NOS. Some conflicting views and misconceptions held by the participants are discussed. There were no significant changes in students' views of NOS after instruction, possibly due to time limitations and a ceiling effect. The relationship between students' cultural values and development of NOS conceptions and the impact of NOS knowledge on students' science learning are worth further investigation.     

Developing Middle School Students' Interests in STEM via Summer Learning Experiences: See Blue STEM Camp

It is a well‐known fact that, in general, many students have a lack of interest and proficiency in mathematics and science. Therefore, it is imperative that we prepare and inspire all students, specifically students of underrepresented populations, to learn science, technology, engineering, and mathematics (STEM) content. Now in its fourth year, See Blue STEM Camp was created in order to expose middle‐level students to a variety of STEM fields and STEM professionals through hands‐on project‐based learning experiences in order to increase their interest in STEM. This paper describes the structure and the activities of the camp. In this innovative project, we utilized an embedded mixed methods study design to investigate the extent middle level students' attitudes, perceptions, and interest in and toward STEM fields and careers changed after participating in an informal learning environment of a five‐day day camp held on the campus of a major university in the mid‐south. The results revealed an increase in their motivation and interest in STEM fields; in fact, there was 3% increase from pre to post in interest in STEM careers. The data also revealed that a majority of the participating middle school students found the STEM content sessions “fun” and engaging, specifically citing the hands‐on experiences they received.     

Development of a Geometric Spatial Visualization Tool

This paper documents the development of the Geometric Spatial Assessment. We detail the development of this instrument which was designed to identify middle school students' strategies and advancement in understanding of four geometric concept domains (geometric spatial visualization, spatial projection, cardinal directions, and periodic patterns) after experiencing a carefully designed integrated lunar unit. Previous research with students using this lunar unit showed students making significant gains on lunar‐related concepts (both scientific and mathematical) on a Lunar Phases Concept Inventory (LPCI) ( Lindell & Olsen, 2002 ). Following the administration of single domain assessments, clinical interviews were conducted to ascertain students' problem solving strategies. Results allowed us to select four suitable multiple‐choice items per domain.     

Preparing Middle Level Preservice Teachers to Integrate Mathematics and Science: Problems and Possibilities

Many members of the mathematics and science education community believe that the integration of mathematics and science enhances students' understanding of both subjects. Despite this belief, attempts to integrate these subjects have frequently been unsuccessful. This study examines the development and implementation of a team‐taught integrated middle level mathematics and science methods course. The data presented in this study were collected from three groups of preservice teachers who were enrolled in a grades 5–8 middle level teacher certification program in Connecticut from 1998–2000. The data analysis indicates that preservice teachers appreciated the emphasis on integration used in the course, but at the same time when concepts did not integrate easily they were frustrated. Despite this frustration, the preservice teachers' understanding of integration was enhanced as a result of the course.     

What Can Be Learned From Informal Student Writings in a Science Context?

This exploratory study analyzed four informal science-related writing tasks produced by 374 seventh-grade students (172 boys and 202 girls) from two schools with different socioeconomic populations. The study demonstrates that students' informal writing in science contexts can provide a rich source of information regarding students' cognitive and attitudinal engagement with science. Students' writing reflects the level at which students understand previously learned science-related ideas and gives insight into themes and issues they would be interested in learning. This study further demonstrates how students organize and personalize science knowledge acquired inside as well as outside of school when given novel and unconventional (informal) science-related tasks. The study also demonstrates that informal writing tasks encourage students to express opinions, values, and attitudes associated with science and science learning. Examples are provided of similarities and differences in students' writing preferences and in the quality of writing produced by boys and girls. Suggestions for further studies for teachers and researchers are discussed.     

Science-Related Attitudes of High-ability Students

This study compared college-age student attitudes toward junior high/middle school science classes, teachers, and the value of science content. Subjects represented two groups: academically talented college students majoring in the sciences, and equally talented nonscience college students. The data were compared with responses from noncollegiate young adults, reported in an earlier investigation (Yager & Penick, 1986). Results indicated that science students expressed the most favorable impressions of school science instruction, followed by nonscience students, and then by noncollegiate adults. Although science student attitudes were positive overall, many high-ability students indicated that their secondary science classes were neither exciting nor relevant to daily living. Curricular implications for enhancing students' attitudes are discussed.     

On problematic aspects in learning trigonometry

In this paper, research on some problematic aspects high school students have in learning trigonometry is presented. It is based on making sense of mathematics through perception, operation and reason in the case of trigonometry. We analyzed students' understanding of trigonometric concepts in the frame of triangle and circle trigonometry contexts, as well as the transition between these two contexts. In the conclusion, we present some new problematic aspects we noticed.

The research was carried out with two groups of high school students, one of them at the beginning of their trigonometry learning (17 years old) and the other at the end of their high school education (19 years old). The students were given a questionnaire similar to that of Chin and Tall, and we analyzed the students' response. In our research, we noticed that students have difficulties with properties of periodicity and the fact that trigonometric functions are not one-to-one. In addition, there is poor understanding of radian measure and a lack of its connection to the unit circle.     

The Contribution of Conceptual Change Texts Accompanied by Concept Mapping to Students' Understanding of the Human Circulatory System

The present study was conducted to investigate the contribution of conceptual change texts accompanied by concept mapping instruction to 10^th— grade students' understanding of the human circulatory system. To determine misconceptions concerning the human circulatory system, 10 eleventh-grade students were interviewed. In the light of the findings obtained from student interviews and related literature, the Human Circulatory System Concepts Test was developed. The data were obtained from 26 students in the experimental group taught with the conceptual change texts accompanied by concept mapping, and 23 students in the control group taught with the traditional instruction. Besides treatment, previous learning in biology and science process skills were other independent variables involved in this study. Multiple Regression Correlation analysis revealed that science process skill, the treatment, and previous learning in biology each made a statistically significant contribution to the variation in students' understanding of the human circulatory system. It was found that the conceptual change texts accompanied by concept mapping instruction produced a positive effect on students' understanding of concepts. The mean scores of experimental and control groups showed that students in the experimental group performed better with respect to the human circulatory system. Item analysis was carried out to determine and compare the proportion of correct responses and misconceptions of students in both groups. The average percent of correct responses of the experimental group was 59.8%, and that of the control group was 51.6% after treatment.     

What Factors Affect Attitudes Toward Women in Science Held by High School Biology Students?

To achieve the goal of science for all Americans, students of both genders must believe that careers in science are equally appropriate for women. Yet male and female students in high school science classes do not have the same views of women in science. This study investigated the influence of 17 factors on high school students' attitudes toward women in science. Data were collected from 844 students enrolled in biology classes in an urban school district in Georgia. Multiple regression determined that the 17 factors significantly influence students' attitudes toward women in science, accounting for 28% of common variance. The four most significant factors - student gender, science ability, level of education the student plans to complete, and career interest-accounted for 24.6% of total variance. Female students who have high science ability, plan to complete high levels of education, and who have career interests in science showed more favorable attitudes toward women in science. Males with low science ability, low levels of education they plan to complete, and no interest in science as a career had the least favorable attitudes toward women in science. Male students with less positive attitudes toward science careers for women need to be included in programs aimed at encouraging all students to consider science careers.     

The Influence of Science Summer Camp on African‐American High School Students' Career Choices

This study explored if a weeklong science camp changed Louisiana African‐American high school students' perception of science. A semi‐structured survey was used before and after the camp to determine the changes in science attitudes and career choices. Among the perceived benefits were parental involvement, increased science academic ability, and deepened scientific knowledge. These perceived benefits influenced the identities that students constructed for themselves in relation to science in their lives. Students who reported doing well in school science courses believed that science was more relevant to their lives. Female students who cited doing well in science reported less parental involvement in their schoolwork than males. This study draws attention to gender differences in science and to designing informal science learning experiences for African‐American high school students that can change attitudes toward career choices in science‐related fields.     

The Effects of a Mathematics Infusion Curriculum on Middle School Student Mathematics Achievement

Increasing mathematical competencies of American students has been a focus for educators, researchers, and policy makers alike. One purported approach to increase student learning is through connecting mathematics and science curricula. Yet there is a lack of research examining the impact of making these connections. The Mathematics Infusion into Science Project, funded by the National Science Foundation, developed a middle school mathematics‐infused science curriculum. Twenty teachers utilized this curriculum with over 1,200 students. The current research evaluated the effects of this curriculum on students' mathematics learning and compared effects to students who did not receive the curriculum. Students who were taught the infusion curriculum showed a significant increase in mathematical content scores when compared with the control students.     

Re‐creating a Recipe for Science Instructional Programs: Adding Learning Progressions,Scaffolding, and a Dash of Reading Variety

The purpose of this article is to focus on the development and refinement of a science instructional design program arguing for the feasibility and usability of integrated reading and science instruction as implemented in third‐ and fourth‐grade science classrooms to meet the learning needs of diverse learners. These instructional components are easily inserted into existing programs that build students' science background knowledge and abilities to apply learning through scaffolded activities focused on (1) providing structured opportunities for students to engage in hands‐on activities; (2) increasing vocabulary knowledge and understanding of concept‐laden terms, and (3) reading paired narrative and informational science texts. Extensive research shows that as students transition from third to fourth grade and beyond, they are often challenged in science by new vocabulary coupled with new concepts. Active ingredients of our reconceptualized science instructional design program are narrative informational texts, hands‐on science activities, and science textbook(s).     

Training Master's‐Level Graduate Students to Use Inquiry Instruction to Teach Middle‐Level and High‐School Science Concepts

Through the GK‐12 program of the National Science Foundation, graduate student fellows in a coastal marine and wetland studies program were trained to present targeted science concepts to middle‐ and high‐school classes through their own research‐based lessons. Initially, they were taught to follow the 5‐E learning cycle in lesson plan development, but a streamlined approach targeting the three attributes of science concepts—macroscopic, model, and symbolic—was found to be a better approach, while still incorporating key facets of the 5‐E model. Evaluation of the level of inquiry in the classrooms was determined using an inquiry scale from 0 to 4, differentiated by the relative number of actions that are student‐centered. The graduate fellows consistently delivered lessons at the targeted levels 2 or 3, guided inquiry. In order to assess student learning, the GK‐12 fellows were trained to develop single‐item pre‐ and post‐assessments designed to probe middle‐level and high‐school students' understanding of the macroscopic, model, and symbolic attributes of targeted science concepts. For the lessons based on the research of the fellows, about 80% of the students showed statistically and practically significant learning gains. The GK‐12 fellows positively impact the classroom and are effective science ambassadors.