Journal of STEM outreach最新文献_第5页

High School Students' Learning During the COVID-19 Pandemic: Perspectives from Health Sciences and Technology Academy Participants. COVID-19大流行期间高中生的学习:来自卫生科学技术学院参与者的观点。

Journal of STEM outreach Pub Date : 2021-01-01 Epub Date: 2021-07-19 DOI: 10.15695/jstem/v4i2.09

Sherron Benson McKendall, Alan McKendall, Ann Chester, Catherine Morton, Sean Freeland, Summer Kuhn, Mary McMillion

{"title":"High School Students' Learning During the COVID-19 Pandemic: Perspectives from Health Sciences and Technology Academy Participants.","authors":"Sherron Benson McKendall, Alan McKendall, Ann Chester, Catherine Morton, Sean Freeland, Summer Kuhn, Mary McMillion","doi":"10.15695/jstem/v4i2.09","DOIUrl":"https://doi.org/10.15695/jstem/v4i2.09","url":null,"abstract":"This paper examines the perspectives of Health Sciences and Technology Academy (HSTA) participants as they navigate through their West Virginia (WV) high school learning environments (i.e., in-person, blended/hybrid, complete virtual) during the novel coronavirus, SARS-CoV-19 (COVID-19) pandemic. In March of 2020, the participants in this out-of-school-time (OST) academic enrichment program for exceptionally driven, yet underprivileged, at-risk students, with over 70% living in rural areas, started receiving remote learning instruction through learning management systems or via paper packets. In August of 2020, school systems provided parents and caregivers alternative learning environments for their student(s). In order to understand the learning experiences of HSTA students during these unprecedented times, HSTA released the 2020 Learning Outcomes Survey to participants in December of 2020. We performed chi-square test of independence to test the relationship between participants' learning environments, their satisfaction with the education they were receiving, their ability to keep up with their school-work, teacher availability to help when needed and teacher feedback supporting them in their learning environment. The results show significant differences between the learning environments and keeping up with school-work as well as teacher feedback supporting them in their learning; however, Phi and Cramer's V tests for effect size show weak correlations. This study provides a small glimpse into HSTA students' learning experiences as they attempted to continue to learn in their regular school environment during the COVID-19 pandemic while in HSTA.","PeriodicalId":73956,"journal":{"name":"Journal of STEM outreach","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9268600/pdf/nihms-1766276.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40510425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

The Appalachian Career Training in Oncology (ACTION) Program: Preparing Appalachian Kentucky High School and Undergraduate Students for Cancer Careers. 阿巴拉契亚肿瘤学职业培训(ACTION)计划:准备阿巴拉契亚肯塔基州高中和本科生的癌症职业生涯。

Journal of STEM outreach Pub Date : 2021-01-01 Epub Date: 2021-12-20 DOI: 10.15695/jstem/v4i1.15

Joshua R McConnell Parsons, Carol Hanley, Chris Prichard, Nathan L Vanderford

{"title":"The Appalachian Career Training in Oncology (ACTION) Program: Preparing Appalachian Kentucky High School and Undergraduate Students for Cancer Careers.","authors":"Joshua R McConnell Parsons, Carol Hanley, Chris Prichard, Nathan L Vanderford","doi":"10.15695/jstem/v4i1.15","DOIUrl":"https://doi.org/10.15695/jstem/v4i1.15","url":null,"abstract":"The Appalachian Career Training In ONcology or ACTION Program is a National Cancer Institute (NCI) Youth Enjoy Science (YES) research education grant program that recruits and trains early-career undergraduate and high school students from underrepresented, socioeconomically distressed areas of Appalachian Kentucky in cancer research and outreach. The two-year program is a multifaceted experience that includes participation in cross-disciplinary, mentored cancer research projects. In addition to research projects, participants also shadow faculty mentors in clinical medical settings, engage in multiple types of educational activities, and participate in cancer-focused outreach projects within their communities. Participants also engage in peer-to-peer networking and receive career mentorship, training, and coaching. Highlights of program activities include a student-led photovoice project to promote cancer awareness and participant publications including a book featuring participant essays focused on their experiences and thoughts on cancer. Initial impact data show high school participants have a higher than state and county average four-year college-going rate and all undergraduate participants are gaining positive outcomes related to educational and career attainment. This article provides an overview of the significant benefits of the ACTION Program, the program's activities, and highlights from program implementation. Potential impacts of the program and barriers to implementation are also shared.","PeriodicalId":73956,"journal":{"name":"Journal of STEM outreach","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9373832/pdf/nihms-1801422.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40696423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

Meeting the COVID Challenge to a Research-intensive Pre-college Science Education Program. 应对COVID对研究密集型大学预科科学教育计划的挑战。

Journal of STEM outreach Pub Date : 2021-01-01 Epub Date: 2021-07-19 DOI: 10.15695/jstem/v4i2.01

Craig Berg, Michael Carvan, Renee Hesselbach, Zhihui Luo, David Petering, Michael Pickart, Henry Tomasiewicz, Daniel Weber, Rekha Shukla, Barbara Goldberg

{"title":"Meeting the COVID Challenge to a Research-intensive Pre-college Science Education Program.","authors":"Craig Berg, Michael Carvan, Renee Hesselbach, Zhihui Luo, David Petering, Michael Pickart, Henry Tomasiewicz, Daniel Weber, Rekha Shukla, Barbara Goldberg","doi":"10.15695/jstem/v4i2.01","DOIUrl":"https://doi.org/10.15695/jstem/v4i2.01","url":null,"abstract":"The objective of our program is to foster and facilitate authentic research experiences in middle and high school classrooms. We achieve this directly by providing students with a complete experience in scientific experimentation and communication. The centerpiece is a set of experiment modules which students use to investigate the effects of toxic chemicals on living organisms through the use of model organisms such as the earthworm, fathead minnow, and the zebrafish, and chemical contaminants commonly found in the environment. In parallel, we partner with the University of Wisconsin-Milwaukee science teacher certification program to prepare pre-service teachers to offer real research experiences in their future classrooms. With the COVID virus restricting or eliminating in-person learning, the program's challenge was (i) to create new ways to conduct experiments virtually that retain elements of the authentic research experience and (ii) to move all of the accompanying facets of the program to online formats. This paper will describe the new online materials and activities that were introduced this past year as well as the challenges they presented and the opportunities that they offer for the future.","PeriodicalId":73956,"journal":{"name":"Journal of STEM outreach","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9605687/pdf/nihms-1769100.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40454602","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

The St. Jude STEM Clubs: An Afterschool STEM Club for Upper Elementary School Students in Memphis, TN. 圣犹达STEM俱乐部:田纳西州孟菲斯市高年级学生的课外STEM俱乐部。

Journal of STEM outreach Pub Date : 2020-11-01 Epub Date: 2020-11-25 DOI: 10.15695/jstem/v3i1.13

Katherine A Ayers, Katherine Wade-Jaimes, Lei Wang, Robyn A Pennella, Stanley B Pounds

{"title":"The St. Jude STEM Clubs: An Afterschool STEM Club for Upper Elementary School Students in Memphis, TN.","authors":"Katherine A Ayers, Katherine Wade-Jaimes, Lei Wang, Robyn A Pennella, Stanley B Pounds","doi":"10.15695/jstem/v3i1.13","DOIUrl":"https://doi.org/10.15695/jstem/v3i1.13","url":null,"abstract":"Informal science, technology, engineering, and math (STEM) programs are important tools for broadening participation in STEM careers. The St. Jude STEM Club (SJSC) is a 10-week afterschool STEM club focused on real-world problems in pediatric cancer research and designed for students in the fifth grade. The SJSC is conducted in partnership with the Shelby County Schools (SCS), an urban school district that encompasses Memphis, TN and serves a disproportionate number of students from underrepresented backgrounds in science. In this report, we provide details on the club logistics, curriculum, pilot data and outcomes related to club impact on student attitudes towards science, and challenges and limitations of the program. Participants in the program reported significantly higher rates of STEM engagement, STEM identity, critical thinking, perseverance, and relationships with peers and adults compared to national normative data. This program description is intended to serve as a resource for other institutions wanting to use a similar strategy to broaden participation in STEM careers.","PeriodicalId":73956,"journal":{"name":"Journal of STEM outreach","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7746050/pdf/nihms-1652377.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38732584","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Creating a Sustainable Partnership Between a Science Center, University, and Local School Districts: A Retrospective on Over 20 Years of Successful Programming and Partnership. 在科学中心、大学和当地学区之间建立可持续的伙伴关系:回顾20多年来的成功规划和伙伴关系。

Journal of STEM outreach Pub Date : 2020-10-01 Epub Date: 2020-10-21 DOI: 10.15695/jstem/v3i3.03

Katie Busch Chandran, Kevin Jarrett, James Michael Wyss

{"title":"Creating a Sustainable Partnership Between a Science Center, University, and Local School Districts: A Retrospective on Over 20 Years of Successful Programming and Partnership.","authors":"Katie Busch Chandran, Kevin Jarrett, James Michael Wyss","doi":"10.15695/jstem/v3i3.03","DOIUrl":"https://doi.org/10.15695/jstem/v3i3.03","url":null,"abstract":"The University of Alabama at Birmingham (UAB) and the McWane Science Center have partnered for over 20 years to provide secondary students in Alabama opportunities to conduct inquiry-based, standards-aligned science labs. LabWorks (middle school) and GENEius (high school) programs offer multiple research laboratory experiences in which students explore molecular biology, physical science, genetics, engineering, anatomy, and forensic science, with associated summer professional development for teachers: BioTeach and GeoTeach. These programs each attract 3,000-4,000 participants annually. This partnership has been synergistic, allowing the science center to offer high-level secondary science programming, while giving the university a conduit into the K-12 world. Originally, these programs were developed through Howard Hughes Medical Institute funding, and then expanded through support from the National Institutes of Health, the National Science Foundation, and the US Department of Education. These programs have excited secondary students and teachers about science education and careers, provided authentic science experiences, and given teachers the opportunity to experience a model of learning that engages students in \"real science\" closely linked to their curriculum. For over 20 years, this unique, evolving partnership has increased the understanding of over 90,000 students and teachers relative to the opportunities that science and STEM careers hold.","PeriodicalId":73956,"journal":{"name":"Journal of STEM outreach","volume":"3 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8457650/pdf/nihms-1647046.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39444590","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

The Health Sciences and Technology Academy (HSTA): Providing 26 Years of Academic and Social Support to Appalachian Youth in West Virginia. 健康科学与技术学院（HSTA）：为西弗吉尼亚州阿巴拉契亚青年提供 26 年的学术和社会支持。

Journal of STEM outreach Pub Date : 2020-10-01 Epub Date: 2020-10-21 DOI: 10.15695/jstem/v3i3.04

Ann Chester, Sherron McKendall, Alan McKendall, Michael Mann, Alfgeir Kristjansson, Robert Branch, Bethany Hornbeck, Catherine Morton, Summer Kuhn, Feon Smith Branch, Charlene Barnes-Rowland

{"title":"The Health Sciences and Technology Academy (HSTA): Providing 26 Years of Academic and Social Support to Appalachian Youth in West Virginia.","authors":"Ann Chester, Sherron McKendall, Alan McKendall, Michael Mann, Alfgeir Kristjansson, Robert Branch, Bethany Hornbeck, Catherine Morton, Summer Kuhn, Feon Smith Branch, Charlene Barnes-Rowland","doi":"10.15695/jstem/v3i3.04","DOIUrl":"10.15695/jstem/v3i3.04","url":null,"abstract":"The Health Sciences and Technology Academy's, (HSTA) goals are to increase college attendance of African American, financially disadvantaged, first generation college and rural Appalachian youth and increase health-care providers and STEM professionals in underserved communities. Students enter in the 9th grade and remain in HSTA four years. They engage in a rigorous academic program within the nurturing environment of small after-school clubs punctuated by yearly summer camps on multiple college campuses. A distinctive piece of HSTA is its students' development of research projects under the mentorship of teachers and researchers that examine and address health issues faced by their communities. The projects help HSTA students to understand the health dynamics in their local community, transforming them into community advocates who address health and social issues at home as they prepare to move on to college and beyond. Substantial in-state tuition waivers inspire 99% of the 3,021 HSTA graduates to attend college versus 56% of WV high school graduates. Approximately 85% of matriculating HSTA students graduate with a four-year degree or higher versus less than 50% of all college entrants. To date, 57% of HSTA students go into health and other STEM majors, much higher than the state and national figures.","PeriodicalId":73956,"journal":{"name":"Journal of STEM outreach","volume":"3 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8208073/pdf/nihms-1704433.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39243381","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Flipped Science Fair: Engaging Middle-School Students in STEM while Training Researchers in Science Communication. 翻转科学展:让中学生参与STEM，同时培养科研人员的科学传播能力。

Journal of STEM outreach Pub Date : 2020-09-01 Epub Date: 2020-09-30 DOI: 10.15695/jstem/v3i1.10

Lorena Benedetti, Richard B Crouse

{"title":"Flipped Science Fair: Engaging Middle-School Students in STEM while Training Researchers in Science Communication.","authors":"Lorena Benedetti, Richard B Crouse","doi":"10.15695/jstem/v3i1.10","DOIUrl":"https://doi.org/10.15695/jstem/v3i1.10","url":null,"abstract":"The Flipped Science Fair (FSF) transforms the traditional science fair format by having middle-school students judge the research of early career scientists. At the FSF, students learn about cutting-edge research in a small group setting, with opportunities to ask questions and participate in hands-on demonstrations. By placing the students in the role of the \"judge,\" the event gives students the opportunity to engage with scientists interactively and with authority. The FSF also provides science communication training for the presenting scientists. Leading up to the event, the presenters attend three workshops focused on distilling their research message to a middle-school level. The FSF effectively promoted science engagement by middle school students who expressed increased interest in science after the event. Moreover, presenters reported an improvement in their science communication skills to a broad audience and increased confidence during public speaking. Our partnership with Pathways to Science, Yale's coordinated STEM outreach infrastructure, enables us to measure the FSF's effectiveness long term, since the Pathways program tracks student trajectories through their college education. The success of the FSF led to the organization of satellite and virtual events, which provided more opportunities for public engagement and gave presenters additional chances to share their research.","PeriodicalId":73956,"journal":{"name":"Journal of STEM outreach","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7951179/pdf/nihms-1674118.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25487806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

The Life Sciences Learning Center: An Evolving Model for a Sustainable STEM Outreach Program. 生命科学学习中心：可持续 STEM 外联计划的演变模式。

Journal of STEM outreach Pub Date : 2020-08-10 DOI: 10.15695/jstem/v3i2.08

Danielle C Alcéna-Stiner, Dina G Markowitz

{"title":"The Life Sciences Learning Center: An Evolving Model for a Sustainable STEM Outreach Program.","authors":"Danielle C Alcéna-Stiner, Dina G Markowitz","doi":"10.15695/jstem/v3i2.08","DOIUrl":"10.15695/jstem/v3i2.08","url":null,"abstract":"The Life Sciences Learning Center (LSLC) is a hands-on science outreach center located at the University of Rochester's School of Medicine and Dentistry (UR-SMD) in Rochester, NY. The LSLC provides hands-on, case-based learning to boost science literacy and increase enthusiasm toward science learning. The LSLC offers on-site and in-school programs for secondary students (grades 6-12) and has developed a wide variety of online curriculum materials that can be used in science classrooms and informal education settings. The LSLC is a model for sustainability with over 20 years of funding through a combination of sources including numerous grant awards from National Institutes of Health (NIH) and private foundations. The LSLC was awarded its first of five NIH Science Education Partnership Awards (SEPA) in 1998, which would prove to be a key funding source for sustainability. The LSLC has widely disseminated its curriculum materials nationwide through teacher professional development programs and online. An ongoing partnership with Science Take-Out has led to further dissemination of LSLC's curriculum materials and has strengthened LSLC's model for curriculum development and evaluation. The LSLC has evolved over the years to meet the changing needs of teachers and their students and the increased demands for hands-on, inquiry-based learning that focuses on real-life issues in STEM.","PeriodicalId":73956,"journal":{"name":"Journal of STEM outreach","volume":"3 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7455033/pdf/nihms-1619890.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38326360","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Authentic Literacy and Language (ALL) for Science: A Curriculum Framework to Incorporate Science-Specific Disciplinary Literacies into the Elementary Classroom. 真正的科学素养和语言(ALL):将科学特定学科素养纳入小学课堂的课程框架。

Journal of STEM outreach Pub Date : 2020-01-01 Epub Date: 2020-11-10 DOI: 10.15695/jstem/v3i1.08

Nancy Moreno, Alana Newell, Misty Sailors, Dolores Garay

{"title":"Authentic Literacy and Language (ALL) for Science: A Curriculum Framework to Incorporate Science-Specific Disciplinary Literacies into the Elementary Classroom.","authors":"Nancy Moreno, Alana Newell, Misty Sailors, Dolores Garay","doi":"10.15695/jstem/v3i1.08","DOIUrl":"https://doi.org/10.15695/jstem/v3i1.08","url":null,"abstract":"Early elementary students are not typically introduced to science-specific disciplinary literacies - the specific ways in which scientists use and interpret language - even though authentic experiences with literacy strategies and tools used within the field may help incorporate learners into the scientific community of practice. The lack of freely available easy-to-use resources to build these literacies in the early elementary classroom may be a contributing factor. The Authentic Literacy and Language (ALL) for Science curriculum framework was developed as a deliberate approach to teach disciplinary literacies in the context of science using three distinct components: Science Investigations, Mini-lessons, and Science Inquiry Circles. Here we outline the development of the curriculum framework and a pilot of a 2nd grade unit based on the framework to teach concepts related to heredity and life cycles. We present findings from the pilot and discuss future directions and implications for the development and implementation of curricular materials using the ALL for Science curriculum framework.","PeriodicalId":73956,"journal":{"name":"Journal of STEM outreach","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9409337/pdf/nihms-1710876.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33442062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Use of a Mobile Application to Teach Concussion-Related Health Knowledge. 使用移动应用程序来教授脑震荡相关的健康知识。

Journal of STEM outreach Pub Date : 2020-01-01 Epub Date: 2020-05-07 DOI: 10.15695/jstem/v3i1.05

Brinley Kantorski, Danielle R Commisso, Camellia W Sanford-Dolly, John A Pollock

{"title":"The Use of a Mobile Application to Teach Concussion-Related Health Knowledge.","authors":"Brinley Kantorski, Danielle R Commisso, Camellia W Sanford-Dolly, John A Pollock","doi":"10.15695/jstem/v3i1.05","DOIUrl":"https://doi.org/10.15695/jstem/v3i1.05","url":null,"abstract":"Sports-related concussions affect over 280,000 adolescents each year while the general public remains ill-informed about concussions, signs/symptoms, and treatments. Adolescents may be at an increased risk for experiencing adverse physiological and psychological effects from concussions, underscoring the critical need for effective concussion education strategies. While mobile apps are increasingly being used in education and healthcare settings, none were found to offer comprehensive concussion education capable of reaching diverse audiences. The interactive mobile app \"Rebound: Beating Concussions\" has the potential to be an effective teaching tool for school athletic programs and medical professionals to communicate important concussion-related information to student athletes, parents, and sports coaches. A mixed methods study was used to determine the app's ability to convey information about concussions to student athletes in grades 5 through 12, parents of student athletes, and sports coaches. Concussion knowledge and participant opinions were assessed via a pre/post model and administered before and after app use. Participants demonstrated knowledge gains in the identification of concussion symptoms, treatments, and misconceptions. Additionally, participants demonstrated positive opinions on the content of the app, its relevance to everyday life, and its potential as a teaching tool.","PeriodicalId":73956,"journal":{"name":"Journal of STEM outreach","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8133699/pdf/nihms-1600115.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38922210","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3