scholarly journals Web-based discussions in teaching and learning: Secondary school teachers’ and students’ perception and potentiality to enhance students’ performance in organic chemistry

2021 ◽  
Author(s):  
Aloys Iyamuremye ◽  
Janvier Mukiza ◽  
Ezechiel Nsabayezu ◽  
Fidele Ukobizaba ◽  
Kizito Ndihokubwayo
Keyword(s):  
Organic Chemistry ◽  
Secondary School ◽  
Teaching And Learning ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Web Based ◽  
Teachers And Students

scholarly journals Transdisciplinary teaching and learning: an experiment

2020 ◽  
Author(s):  
Antonella Giacosa
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
New World ◽  
Secondary School Teachers ◽  
Technological Evolution ◽  
School Teachers ◽  
Transdisciplinary Approach ◽  
Teachers And Students ◽  
Complex Events ◽  
The Many

In our smart new world, characterized by continuous technological evolution, knowledge is subject to rapid obsolescence and change is the only constant. In this context, teachers are called upon to overcome the ingrained automatic habits of traditional knowledge transmission by developing a perspective that is less tied to individual disciplines and more open to the many facets of reality. Only with a questioning and curious attitude aimed at innovation and pedagogical experimentation can teachers make their message meaningful again and help new generations to develop the habit of flexible and complex thinking in order to orient themselves in a fluid, globally connected and hypertechnological society. Following a course on multidisciplinarity, a group of secondary school teachers embarked on a journey of reading and experimenting in the classroom, realizing that through the transdisciplinary approach theorized by the quantum physicist Nicolescu, one can educate for the future. Identifying and tackling conceptual issues to work on and overcoming the narrow limits of individual disciplines in order to understand complex events is the direction in which teachers and students of today's school should move, so that they will face tomorrow with greater awareness and effectiveness.

“Green” Teaching and Learning in Schools

2015 ◽  
pp. 183-193
Author(s):  
Jack Blendinger ◽  
Leigh Ann Hailey ◽  
Donna Shea
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Secondary School Teachers ◽  
Learning Culture ◽  
Environmental Conservation ◽  
School Teachers

This chapter addresses the importance of shaping the school's teaching and learning culture to exert a powerful influence on students in regard to environmental conservation. The chapter presents 19 successful and practical examples of “teaching green” in action contributed by practicing elementary and secondary school teachers. How to contact the contributors is also provided in the chapter.

scholarly journals Will the benefit equal the effort? An investigation into the personal significance of the changes signalled in a mandated curriculum to New Zealand secondary school teachers

2021 ◽  
Author(s):  
◽  
Brenda Mary Service
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Teaching And Learning ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Educational Criticism ◽  
Personal Significance ◽  
New Curriculum ◽  
Beliefs About Teaching ◽  
The Impact

<p>A new school curriculum was implemented in all New Zealand schools during 2008 and 2009 and was mandated at the beginning of 2010. The changes signalled in the new curriculum required teachers to incorporate key competencies into their teaching and to move to student-centred practice which involves students in the decisions about their learning. It was possible that this social constructivist approach represented a change in teachers’ beliefs about teaching and learning and to their practice.  Much of the literature on educational change appears to overlook the transformational nature of the learning needed to bring about changes in beliefs and practice and teachers’ personal motivation to engage with it. Unless change is of personal significance to individuals they are unlikely to be motivated to engage with it. Using Eisner’s (1998) method of educational criticism, this case study is an investigation into the personal significance of the new curriculum to the teachers’ reality. In the spirit of educational criticism, the lens of an educational connoisseur was used to first develop an understanding of the teachers’ reality followed by that of an educational critic to evaluate what occurred.  Over a two-year period the study involved semi-structured interviews with twelve secondary school teachers in three schools, observations of the classroom practice, and analysis of school documentation and societal messages. While all the participating teachers’ espoused beliefs that were congruent with the philosophy of the new curriculum, constructivist practices were observed in the practice of only two teachers. What prevented the other teachers’ wholehearted engagement in the implementation of the new curriculum was not their beliefs about teaching and learning but rather, the extent to which external pressures determined their priorities. These pressures included the misalignment of the school goals and cultural norms, the impact of NCEA assessment regime, time constraints, leadership issues, lack of conceptual understanding and the absence of professional learning to support transformative learning.</p>

scholarly journals Remedial Teaching Practices in Secondary Schools of Northern Samar

2014 ◽  
Vol 1 ◽  
pp. 78-83
Author(s):  
Jeselle S. Aquino
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Teaching Practices ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Public And Private ◽  
Remedial Teaching ◽  
Significant Difference ◽  
Teachers And Students ◽  
The Difference

The problem of poor quality in education has been traced to a number of causes, which include socio-economic factors, teacher-related factors, inadequate learning materials, and the short and congested school curriculum, among others. With this result, it is therefore imperative to organize remediation programs in low performing schools to address the needs of the learners to achieve desired learning outcomes and to enhance faculty’s teaching competence. The study determined the remedial teaching practices employed by secondary school teachers in both public and private schools in Northern Samar. It also found out the difference between the extent of remedial teaching practices as perceived by the teachers and students and if there was a significant difference between the extent of practices of public and private secondary schools in Northern Samar. The descriptive-comparative method was utilized in the study using a researcher-made survey questionnaire as the primary instrument. The study was conducted in twenty (20) public and private secondary schools in Northern Samar selected based on the results of the National Achievement Test (NAT) from 2010 to 2011. Frequency counts, percentages, and weighted mean computations were used to analyze the data obtained. The t-test was used to test the difference between the extent of remedial teaching practices as perceived by the secondary teachers and students and the difference in the extent of remedial teaching practices among public and private secondary schools in Northern Samar. The remedial teaching practices of the secondary school teachers were rated “extensive” by both teachers and students. There was a significant difference between the perceptions of the secondary school teachers and the students on the extent of remedial teaching practices but there was no significant difference between the extent of remedial teaching practices of the public and the private secondary schools in Northern Samar.

Sign in / Sign up

Export Citation Format

Share Document