Browsing by Subject "high school students"

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    Combinatorial and quantitative reasoning: Stage 3 high school students’ reason about combinatorics problems and their representation as 3-D arrays
    (Elsevier, 2024-03) Tillema, Erik S.; Gatza , Andrew M.; Pinheiro, Weverton Ataide; School of Education
    Researchers have identified three stages of units coordination that influence a range of domains of student reasoning. The primary foci of this research have been students’ reasoning in discrete, non-combinatorial whole number contexts, and with fractions, ratios, proportions, and rates represented using length quantities. This study extends this prior work by examining connections between eight high school students’ combinatorial reasoning and their representation of this reasoning using 3-D arrays. All students in the study were at stage 3 of units coordination. Findings include differentiation between two student groups: one group had interiorized three-levels-of-units, but had not interiorized four-levels-of-units; and the other group had interiorized four-levels-of-units. This differentiation was coordinated with differences in how they reasoned to produce 3-D arrays. The findings from the study indicate how combinatorics problems can support quantitative reasoning, where combinatorial and quantitative reasoning are framed as a foundation for algebraic reasoning.
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    Empowering Youth: Examining Health Literacy Gains in High School Students
    (2024-04-26) Grischke, Tyra; Tannir, Shadia; Bohn, Camden; Hoffman, Leslie A.
    Research Statement/ResearchQuestion This study assesses the health literacy of high school students’ before and after an educational presentation about hypertension, a health condition more prevalent in underserved communities. Background Low health literacy is associated with worse health outcomes, particularly within underserved communities. Improving health literacy among high school students can empower them to take action to improve health and well-being within their communities. Methods In spring 2023, medical students from IUSM visited four high schools to educate students on health literacy and hypertension. Participants completed a 15-item test prior to and immediately following the presentation. Demographic data (grade level, race, ethnicity, and gender) was collected. Data was collected anonymously, using assigned codes to match pre- and post-tests. Data was analyzed using paired samples t-tests and ANOVA. Results A total of 104 high school students completed pre- and post-tests. There was a significant improvement in quiz scores from pre- (7.95±1.74) to post-test (9.41±2.01; p<.001). One-way ANOVA found significant differences in pre- and post-test performance based on race, with Black students scoring lower than White students on both pre-test (7.28±1.28 vs. 8.31±1.70; p<.05) and post-test (8.55±2.21 vs. 9.85±1.76; p<.05). There was also a significant interaction between students’ gender and their pre- and post-test scores with female students showing greater improvements in test scores than male students. Limitations This study was conducted in a single school district in a small midwestern city and may not be generalizable to larger urban or rural populations. The presentation was given during a science class and may have been biased by students’ prior knowledge. Differences among presenters may also impact students’ comprehension. Conclusion High school students’ health literacy improved after an educational presentation on hypertension. This study revealed racial disparities in health literacy, highlighting the need for more health education in schools that have more students from underserved racial and ethnic groups.
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    Nanotechnology Experiences for Teachers and Students, Student Experiences and Outcomes
    (PEER, 2022-08-23) Sorge, Brandon; Fore, Grant; Agarwal, Mangilal; Technology Leadership and Communication, School of Engineering and Technology
    The Nanotechnology Experiences for Students and Teachers (NEST) program aimed to increase nanotechnology content knowledge, scientific research knowledge, and understanding of nanotechnology among high school students while fostering career readiness in nanotechnology-related fields. The program, offered for four consecutive summers with a two-week session each summer, included the following experiences: research experience and knowledge of careers in nanotechnology, hands-on laboratory experiences in inquiry-based science and the engineering design process and discover innovative technologies all while generating awareness and interest in emerging workforce opportunities. In total, 123 students [F=50, M=73; White=29; African American/Black=41, Hispanic=13, Asian=30, Other=10) participated in the program. The program was focused on recruiting students from low-income and underrepresented populations. This paper details the two-week intervention as it progressed over the course of four years. A formative and summative mixed-methods program evaluation was conducted to better understand and promote practices that increased students' motivations and capacities to pursue careers in fields of science, technology, engineering, or mathematics (STEM). Each year, both the implementation and evaluation teams reviewed findings and discussed relevant changes to the program the following year. While each year of NEST included an introduction to nanotechnology, visits to existing laboratories, and hands-on activities, we detail where there were successes and failures, changes made to the program each year, and the associated student-level outcomes. For example, early findings found outcome issues related to race/ethnicity and content knowledge gains below expectations.