The Relationship of Discipline Background to Upper Secondary Students’ Argumentation on Socioscientific Issues

2014 ◽  
Vol 44 (4) ◽  
pp. 581-601 ◽  
Author(s):  
Nina Christenson ◽  
Shu-Nu Chang Rundgren ◽  
Dana L. Zeidler
Keyword(s):  
Secondary Students ◽  
Socioscientific Issues ◽  
Upper Secondary ◽  
Relationship Of ◽  
The Relationship ◽  
Discipline Background

scholarly journals The Relationship of Personality, Emotional Intelligence, and Aggressiveness in Students: A Study Using the Big Five Personality Questionnaire for Children and Adults (BFQ-NA)

2020 ◽  
Vol 11 (1) ◽  
pp. 1-11
Author(s):  
Jose Luis Antoñanzas
Keyword(s):  
Emotional Intelligence ◽  
Secondary Students ◽  
Big Five ◽  
Anger Expression ◽  
Big Five Personality ◽  
Personality Questionnaire ◽  
Bivariate Correlation ◽  
Mood Scale ◽  
Relationship Of ◽  
The Relationship

An analysis of secondary students’ personality traits, along with a description of their emotional intelligence levels and their anger control, could be decisive when educating students to prevent anti-social behavior in academia. Very few studies on personality, emotional intelligence, and aggressive conduct exist in Spain. Some of the studies that do exist, however, only explore the relationship between emotional intelligence, personality, and prosocial behavior in secondary education students. Likewise, there are few studies focusing on personality and aggression control. In this study, using the Big Five personality models as predictors of aggressiveness in subjects and of emotional intelligence, we sought to contribute to the improvement of the education of students on aggressive behavior in education centers. To do this, we conducted a study using the Big Five Personality Questionnaire (BFQ) for Children and Adults (BFQ-NA), the Trait Meta-Mood Scale (TMMS-24) emotional intelligence test, and the State–Trait Anger Expression Inventory (STAXI) anger management test. Our main objective was to analyze the relationship of the BFQ with the variables of emotional intelligence and aggressiveness. This was achieved using a range of bivariate correlation and multiple regression tests. The results showed the correlation and predictive value of emotional intelligence and aggression in the Big Five model of personality. This study coincides with other research linking Big Five questionnaires with emotional intelligence and aggression.

scholarly journals Students’ Ideas Regarding Science and Pseudo-science in Relation to the Human Body and Health

1970 ◽  
Vol 5 (1) ◽  
pp. 3-17 ◽  
Author(s):  
Mats Lundström ◽  
Anders Jakobsson
Keyword(s):  
Secondary Students ◽  
Human Body ◽  
School Science ◽  
Health And Nutrition ◽  
Upper Secondary ◽  
Apparent Relationship ◽  
Phases Of The Moon ◽  
The Relationship ◽  
Scientific Ideas ◽  
Critical Investigation

This study investigates the pseudo-scientific and superstitious ideas Swedish upper-secondary students articulate and if there is a relationship between their ideas and their knowledge of the human body and health. The study is based on a questionnaire among 300 students in which the students were asked to consider statements related to different treatments that may influence the human body and health, and questions about physiology, health and nutrition. The analysis reveals that a relatively large group of students give credance to statements such as that some people can transfer thoughts or that the phases of the moon can affect a person’s health. The analysis also shows that there is no apparent relationship between the students’ pseudo-scientific beliefs and their scientific knowledge about the human body. Furthermore, although the results do not indicate a gender difference with regards to the power of faith in pseudo-scientific ideas, they do indicate that male and females consider these questions differently. The results imply a need for discussion and critical investigation in school science concerning the relationship between science and pseudo-scientific ideas in order to enhance critical thinking and development of the understanding of the nature of science.

scholarly journals Seeking Adequate Competencies for the Future

2018 ◽  
Vol 6 (1) ◽  
pp. 4-20
Author(s):  
Meri-Tuulia Kaarakainen ◽  
Suvi-Sadetta Kaarakainen ◽  
Antero Kivinen
Keyword(s):  
Secondary School ◽  
Secondary Students ◽  
Secondary School Students ◽  
Educational Choices ◽  
Upper Secondary School ◽  
School Students ◽  
Upper Secondary ◽  
Digital Skills ◽  
General Goal ◽  
The Relationship

Digital skills are a prerequisite today for working, studying, civic participation, and maintaining social relationships in our digitalised technical world. These skills are also important both as a general goal and an instrument for learning. This study briefly presents the aims that are related to digital skills of the Finnish curricula, and explores, using a large sample (N = 3,206) of Finnish upper secondary school students, these young people’s digital skills and their distribution. The study provides new insights into the state of these skills and differences found in them and focuses on the relationship between these results and the students’ present educational choices and future study/employment intentions. The actual variability of digital skills among upper secondary students is one of the main findings of the study. On the same educational level, it was found that digital skills vary enormously, particularly for students’ current educational choices and their future intentions. Digital skills are also distinctly associated with age for 15 to 22-year-olds. At the same time, gender alone appears to have no prominent effect on the level or adeptness of upper secondary school students’ digital skills.

scholarly journals Expansive learning in a change laboratory intervention for teachers

2021 ◽  
Author(s):  
Dennis Augustsson
Keyword(s):  
Educational Change ◽  
Participatory Design ◽  
Small Scale ◽  
Learning And Development ◽  
Expansive Learning ◽  
Parallel Movement ◽  
Upper Secondary ◽  
Relationship Of ◽  
Analytical Tools ◽  
The Relationship

AbstractThe theory of Expansive learning and the change laboratory (CL) methodology has been developed and applied in many studies on workplace learning and educational change. There are fewer studies made on small-scale interventions, exploring the longitudinal development of expansive learning in an educational change effort. This article examines a CL intervention performed in an upper secondary school in Sweden, with a small group of teachers engaged in a participatory design project. By identifying and analysing the relationship of the seven learning actions posited by the theory of expansive learning, the aim was to contribute to the discussion of the CL methodology and the empirical usability of the theory. The results showed that the seven expansive learning actions functioned as analytical tools to map the teachers learning and development, but the analysis also showed many deviations, disruptions and occurrence of practical actions of design in the process. This challenge the notions of cyclicity and ascension in the theory of expansive learning. Cyclicity might be desirable but not necessary for expansive learning which questions the need to first grasp the problem at a conceptual level before generating concrete solutions. The Findings in this study suggests the opposite; that the entanglement and parallel movement between the abstract and the concrete was a driving force for the teachers expansive learning and the design of new curricular units.

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