“Basic Science” in upper secondary school education in Japan. II. The structure of “Basic Science” and examples of a teaching program

1976 ◽  
Vol 60 (4) ◽  
pp. 441-452 ◽  
Author(s):  
Nobutaka Ito ◽  
Hisako Nakayama ◽  
Susumu Shibanuma ◽  
Minoru Shirai ◽  
Michinori Oki
Keyword(s):  
Secondary School ◽  
Basic Science ◽  
School Education ◽  
Upper Secondary School ◽  
Teaching Program ◽  
Secondary School Education ◽  
Upper Secondary

scholarly journals Limiting Reagent in Upper Secondary School Education

2014 ◽  
Vol 2 (2) ◽  
pp. 178-181
Author(s):  
Marianne Forsell
Keyword(s):  
Secondary School ◽  
School Education ◽  
Upper Secondary School ◽  
Secondary School Education ◽  
Upper Secondary

Limiting Reagent in Upper Secondary School Education

scholarly journals Effectiveness of the Cellular Phone GIS in Upper Secondary School Education: From Land Use Study in Geography Class

2008 ◽  
Vol 117 (2) ◽  
pp. 341-353 ◽  
Author(s):  
Minori YUDA ◽  
Satoru ITOH ◽  
Hitoshi UCHIDA ◽  
Yoshinaga KIZU ◽  
Junya ITOU
Keyword(s):  
Land Use ◽  
Secondary School ◽  
Cellular Phone ◽  
School Education ◽  
Upper Secondary School ◽  
Secondary School Education ◽  
Upper Secondary

scholarly journals Developing and Assessing Intercultural Competence during a Mobility Programme for Pupils in Upper Secondary School: The Intercultura Assessment Protocol

2021 ◽  
Vol 33 (1) ◽  
pp. 11-42
Author(s):  
Mattia Baiutti
Keyword(s):  
Secondary School ◽  
Intercultural Competence ◽  
Educational Activity ◽  
Self Awareness ◽  
Upper Secondary School ◽  
Assessment Protocol ◽  
Intercultural Experience ◽  
Secondary School Education ◽  
Upper Secondary ◽  
Key Aspects

Although pupil mobility is a core educational activity within the process of internationalising secondary school education, only modest efforts have been made to investigate pupil mobility in upper secondary school and how to assess it. The aim of this article is twofold. First, it presents an assessment framework—the (To be added after the review) (IAP). The IAP, which was designed through action research in the context of the Italian upper secondary school, is composed of a set of tools and follows a multimethod, multiperspective and longitudinal approach. Second, the article shows the pedagogical value of the IAP. Indeed, results suggest that some of the IAP’s tools, especially those requiring deep reflection on the self and on the intercultural experience, foster pupils’ self-awareness and critical thinking. These form key aspects of intercultural competence, which is one of the principal expected learning outcomes of pupil mobility.

scholarly journals Study of the Presence of Sustainability Competencies in Teacher Training in Mathematics Education

2021 ◽  
Vol 13 (10) ◽  
pp. 5629
Author(s):  
Francisco M. Moreno-Pino ◽  
Rocío Jiménez-Fontana ◽  
José María Cardeñoso Domingo ◽  
Pilar Azcárate Goded
Keyword(s):  
Higher Education ◽  
Early Childhood ◽  
Mathematics Education ◽  
Teacher Training ◽  
Secondary School ◽  
Upper Secondary School ◽  
Childhood Education ◽  
Secondary School Education ◽  
Upper Secondary ◽  
Didactics Of Mathematics

This article presents the results of the analysis of the presence of the sustainability competencies proposed by the Sectoral Commission of the Conference of Rectors of Spanish Universities in three degrees in the area of Didactics of Mathematics of the Faculty of Education Sciences at the Universidad de Cádiz (Spain): the degree in Early Childhood Education, the degree in Primary Education, and the Master’s degree in Teacher Training for Compulsory Secondary and Upper Secondary School Education (specialisation in mathematics). The research method used is content analysis, reflected in the syllabi of the subjects of the degrees analysed. To carry out the analysis, two instruments were used: an adaptation of the model of the Green Curriculum in Higher Education and the map of generic competencies in sustainability of the EDINSOST project. The global results show a very low relative presence of sustainability competences in the area of Didactics of Mathematics (25%), the competency related to ethical aspects having the lowest relative presence (10%). For the most part, the competencies related to sustainability are established for the lowest level of mastery, “know”. When comparing the degree programmes, the Master’s degree in Teacher Training for Compulsory Secondary and Upper Secondary School Education (specialisation in mathematics) is the degree that contributes the most to the development of the sustainability competency (32%), followed by the degree in Early Childhood Education (25%), and the degree in Primary Education (18%). Including sustainability in the curriculum of mathematics education in higher education can improve the training of professionals who engage in reflective and critical thinking. However, these results show there is still a long way to go.

Review of Underachievers in Secondary School: Education Off the Mark.

1990 ◽  
Vol 35 (6) ◽  
pp. 620-620
Author(s):  
No authorship indicated
Keyword(s):  
Secondary School ◽  
School Education ◽  
Secondary School Education
Sign in / Sign up

Export Citation Format

Share Document