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High Technology Focused Curriculum Materials For High School Science Instruction

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2001 Annual Conference


Albuquerque, New Mexico

Publication Date

June 24, 2001

Start Date

June 24, 2001

End Date

June 27, 2001



Page Count


Page Numbers

6.541.1 - 6.541.7



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Paper Authors

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Richard Gilbert

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Kimberly Rogers

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Joseph Hickey University of South Florida

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Andrew Hoff University of South Florida

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Eric Roe Hillsborough Community College

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Marilyn Barger Hillsborough Community College

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 2793

High Technology Focused Curriculum Materials for High School Science Instruction

Andrew Hoff, Marilyn Barger, Richard Gilbert, Kimberly S. Rogers, Joseph D. Hickey, and Eric Roe.

University of South Florida, College of Engineering, Tampa, FL. 33620


Today’s high school students, while familiar with high technology as users, frequently fail to connect underlying scientific principles to the technologies that enable their lives in so many ways. We report on initial efforts aimed at providing high school science teachers with technology-based materials, or modules, that they may employ to enhance the presentation of science topics within the guidelines of a state approved curriculum. These materials support the teacher in the normal mode of teacher-centered instruction, considered by both teachers and students to be important [1]. Since topics must be presented within time constraints, modules must replace current classroom materials with content that covers the mandated science theory and practice and in addition, presents the technology connection all within the time frame allocated by the instructors’ current lecture format.

Specific topic modules are structured to include three parts: the Basic Lesson Topic, Teacher Materials, and Assessment Tools. An example module title is “Problem Solving” with a Basic Lesson Topic focused on “Precision and Accuracy.” A team that includes faculty from university, community college, and regional high schools develops each module. Although module use varies with course and instructor, one protocol is common. After preparation and planning, the teacher employs a stand-alone module provided video presentation that includes both live-action and animation depicting the science and a technology connection. Support and follow-up class sessions employ traditional lecture materials in the form of transparencies, black board notes, classroom practice and homework problems, classroom discussions, and laboratory exercises, when appropriate, that are also provided as module materials.

This paper presents the architecture, and content of an example module prepared for delivery to physical science, chemistry, and physics classes that include grades 9 through 12 during the present school year. One goal is to assess the impact of a module on students’ topical interest level, their knowledge retention, and finally whether their exposure to a technology’s connections with the underlying science increases the students’ awareness of or interest in the pursuit of technological careers. We discuss our approach to planning and implementation of this assessment process.

Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright © 2001, American Society for Engineering Education

Gilbert, R., & Rogers, K., & Hickey, J., & Hoff, A., & Roe, E., & Barger, M. (2001, June), High Technology Focused Curriculum Materials For High School Science Instruction Paper presented at 2001 Annual Conference, Albuquerque, New Mexico. 10.18260/1-2--9331

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