scholarly journals Secondary School Students’ Epistemic Insight into the Relationships Between Science and Religion—A Preliminary Enquiry

2012 ◽  
Vol 43 (4) ◽  
pp. 1715-1732 ◽  
Author(s):  
Berry Billingsley ◽  
Keith Taber ◽  
Fran Riga ◽  
Helen Newdick
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Science And Religion ◽  
School Students ◽  
Epistemic Insight ◽  
Insight Into

Perceptions of the relationships between science and religion held by upper-secondary school students in Church of England schools

2020 ◽  
Vol 24 (2) ◽  
pp. 153-178
Author(s):  
Berry Billingsley ◽  
Mehdi Nassaji
Keyword(s):  
Secondary School ◽  
Large Scale ◽  
Secondary School Students ◽  
Church Of England ◽  
Science And Religion ◽  
Upper Secondary School ◽  
School Students ◽  
Upper Secondary ◽  
Interview Studies ◽  
Epistemic Insight

We report on a large-scale survey of 1,772 upper-secondary school students in 16 Church of England schools to discover their perceptions of how science and religion relate. We found that students who attend Church schools are pedagogically, socially and cognitively confined to the view that science and religion conflict. The findings are discussed alongside interview studies with students which sought to discover the extent to which they have the epistemic insight they need to access a range of views about the relationships between science and religion.

Source-Based Writing in Secondary School

2021 ◽  
pp. 63-83
Author(s):  
Tamara Kavytska ◽  
Vyacheslav Shovkovyi ◽  
Viktoriia Osidak
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Procedural Knowledge ◽  
Positive Impact ◽  
Schema Theory ◽  
School Students ◽  
General Hypothesis ◽  
Reading And Writing ◽  
Processing Information ◽  
Insight Into

This chapter examines the instructional intervention aimed at enhancing source-based compare-contrast writing in the secondary school students. Conceptually, it relies on the schema theory as a cognitive basis for integrated reading-writing instruction. The theory asserts that writing and reading both generate meaning using similar cognitive processes and types of knowledge: meta-knowledge of reading and writing strategies in relation to communicative goals, domain and textual knowledge, procedural knowledge that involves integrating writing and processing information while reading the text. Methodologically, the instruction is based on read-write cycle and was carried out in a secondary public school of Kyiv, with the 10th-grade students being the participant (n=22). The general hypothesis about a positive impact of read-write cycle instruction is partially confirmed in the research, which is an indication of the necessity to give further insight into the issue.

scholarly journals A Picture is Worth a Thousand Words: Examining learners’ illustrations to understand Attitudes towards Mathematics

2015 ◽  
Vol 2 (2) ◽  
pp. 234-248
Author(s):  
Farhat Syyeda ◽  
Farhat Syyeda
Keyword(s):  
Secondary School ◽  
Mixed Method ◽  
Secondary School Students ◽  
Positive Attitude ◽  
School Students ◽  
Exploratory Case Study ◽  
East Midlands ◽  
Mathematical Symbols ◽  
Insight Into

This article presents my experience of using pictures/images drawn by children as a form of data in research and discusses the merits and implications of employing this method. It comes from research of a mixed method exploratory case study to investigate the attitudes of 11 and 15 year old secondary school students (in the East Midlands) towards Mathematics. The aim of this research was to gain an insight into the emotions, cognition, beliefs and behaviour of learners regarding Maths and the factors which influence their attitude. Besides using the tried and tested data collection tools such as focus groups and questionnaires, the children were asked to draw pictures illustrating their vision of Maths and its impact on their lives. The idea was to offer them an alternative medium of communication to exhibit their feelings and thoughts. Students used emoticons, numerals, figures, characters and mathematical symbols to show their favourable/unfavourable attitudes towards Maths and their understanding of the importance of Maths in future life. The results of visual data in this study conform to the findings of the other forms of data collected and show that boys and higher ability students have a more positive attitude towards Mathematics as compared to girls and low ability students.

scholarly journals The status of new English loanwords in the language of secondary school students

Bastina ◽  
2020 ◽  
pp. 111-123
Author(s):  
Valentina Gavranović ◽  
Marijana Prodanović
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
English Language ◽  
Language Change ◽  
Word Formation ◽  
Target Language ◽  
School Students ◽  
The Status ◽  
Global Language ◽  
Insight Into

Language change is an important characteristic of any language, and its manifestations are most obvious in the structure and content of the lexicon. The lexicon of the Serbian language has been changing not only as a result of various word formation processes, but also under the influence of the process of borrowing, particularly from the English language, nowadays a dominant global language which permeates all areas of human activity. English loanwords play a significant role in the change of the lexicon of the Serbian language, and are being adopted and used in everyday oral and written communication, particularly by younger people, who are more open to accept these changes. This paper investigates the status of some English loanwords among secondary school students, and how these words affect their lexicon. The research focuses on the analysis of students' answers to the questions containing a corpus of selected loanwords taken from the dictionary 'Rečnik novijih anglicizama' (Vasić et al., 2001), whose aim is to determine which English loanwords have already been assimilated and perceived as words of domestic origin, and which words are still felt as foreign by the students. This paper also investigates semantic characteristics of these loanwords, and how the students use them and understand their original meaning. The analysis of the answers casts a deeper insight into the way loanwords are used in the target language the longer they stay therein.

scholarly journals Pathway to Paramedicine Program perspectives – Part 2 secondary school students

2015 ◽  
Vol 12 (1) ◽  
Author(s):  
Linda Ross ◽  
Jessica Bertucci
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Free Text ◽  
Valuable Insight ◽  
Median Score ◽  
School Students ◽  
Positive Perspective ◽  
Positive Score ◽  
Strongly Agree ◽  
Insight Into

IntroductionThe Pathway to Paramedicine Program offers secondary school students with an interest in the paramedic disciple a unique opportunity to gain insight into the profession and the training required. This study aimed to evaluate the secondary school students’ perspectives of the program.MethodsThis pilot intervention study with paper based survey included 14 secondary school students enrolled in the Pathway to Paramedicine Program at Monash University, Victoria. The evaluation survey consisted of a combination of Likert and free text questions.ResultsAll 13 Likert scale items received a median score of 4 (agree) or above. Ten items achieved a maximum median score of 5 (strongly agree). Nine items received a positive score of 4 or 5 from all students. Participants also indicated they gained insight into the disciple and confidence in their own skills. Fifty percent of Year 12 participants enrolled in paramedic degrees in 2014.ConclusionsThis study gave secondary school students valuable insight into paramedic practice and helped them make a decision about their future education and career paths. The results showed that the secondary school students had a tremendously positive perspective of the Pathway to Paramedic program, enjoyed and appreciated their interaction with paramedic student mentors and would recommend the program to others.

Composing “Interesting” Exercises Involving Rational Expressions

1984 ◽  
Vol 77 (3) ◽  
pp. 216-219
Author(s):  
E. John Hornsby ◽  
Jeffery A. Cole
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Writing Classroom ◽  
Solution Strategy ◽  
School Students ◽  
Test Items ◽  
Rational Expressions ◽  
Insight Into

Under what conditions will a solution strategy to a rational equation include inadmissible values as possible solutions? The authors had a spirited discussion about this question one afternoon. We hope to offer some insight into methods of generating such equations and to provide some generalizations that can be used when writing classroom examples or test items. One can also apply the techniques to writing sums of rational expressions that can be reduced to lower terms once the initial sum has been obtained. The algebraic techniques required are not beyond the capabilities of gifted secondary school students.

scholarly journals The influence of school as a planned agent of socialisation on the development of secondary school students' interest in theatre

2021 ◽  
pp. 271-285
Author(s):  
Dušica Dragin
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
The State ◽  
Structured Interviews ◽  
Educational Content ◽  
School Students ◽  
A Minor ◽  
Novi Sad ◽  
The Given ◽  
Insight Into

This paper deals with determining whether school as a planned agent of socialisation influences the development of secondary school students' interest in theatre. We observed school through the prism of the theory of socialisation, because the socialisation function of education is one of the most important for society and that is why the school is considered one of the most important agents, i.e. the transmitter of what socialization actually is. The conducted multidisciplinary research first included an analysis of the content of strategic and legal acts, as well as bylaws in the field of education, which aimed to determine whether and to what extent the state prescribes theatre as an acceptable way of socialisation. Considering that the research was conducted during 2015, the mentioned documents have been changed to a greater or lesser extent. For these reasons, and for the purposes of this paper, a comparative analysis was performed. In order to get an insight into whether and in what way the school carries out the prescribed content related to the theatre, a survey was realised with a formalised (standardised) written questionnaire and individual structured interviews were conducted with employees in schools where the survey was organised. A total of 648 secondary school students from Novi Sad were examined. We start from the assumption that theatre will be defined as acceptable in the overall educational content of socialisation within the framework of public practical policy in education depending on how important it is to the state, more precisely to the 'ruling forces'. In accordance with the educational policy, school will transfer the prescribed amount of content related to the theatre to the given extent. The results of this research prove that the level of representation of theatre in the educational content of socialisation is extremely low, which leads to the fact that school as a planned agent of socialisation has a minor impact on the formation and development of secondary school students' interest in theatre.

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