scholarly journals Science and Religious Education Teachers’ Views of Argumentation and Its Teaching

2020 ◽  
Author(s):  
Sibel Erduran ◽  
Liam Guilfoyle ◽  
Wonyong Park
Keyword(s):  
Secondary School ◽  
Religious Education ◽  
Online Survey ◽  
Secondary School Teachers ◽  
School Curriculum ◽  
School Teachers ◽  
Pedagogical Strategies ◽  
Qualitative And Quantitative ◽  
School Subjects ◽  
Quantitative Results

Abstract Argumentation, the justification of claims with reasons and/or evidence, has emerged as a significant educational goal in science education in recent years. It has also been noted as an important pedagogical approach in numerous school subjects. Yet, there is limited understanding of how teachers’ views of argumentation and its teaching compare in different school subjects. In order to ensure coherence in the implementation of the school curriculum, it is important to understand such views particularly in the context of subjects that are often positioned to be in conflict with each other, for example in the context of science versus religious education. In this paper, we present an empirical study on how science and religious education teachers view argumentation and its teaching. The data are drawn from a survey of secondary school teachers of 11–16-year-old students in England. Twenty-nine teachers were presented with an online survey in order to collect data on various aspects of their views including pedagogical strategies that support argumentation. Qualitative and quantitative results suggest that teachers of both subjects consider argumentation to be a significant aspect of their subject although particular nuances exist in how the teachers interpret argumentation. Furthermore, the data suggest that there are statistically significant differences in terms of the perceived frequency of pedagogical strategies used to support argumentation in lessons.

scholarly journals Teacher’s Voices Crying in the School Wilderness: Involvement of Secondary School Teachers in Curriculum Development in Zambia

2019 ◽  
Vol 8 (1) ◽  
pp. 32
Author(s):  
Innocent Mutale Mulenga ◽  
Christine Mwanza
Keyword(s):  
Secondary School ◽  
Curriculum Development ◽  
Development Process ◽  
Secondary School Teachers ◽  
School Curriculum ◽  
Situational Analysis ◽  
School Teachers ◽  
Head Teachers ◽  
Embedded Design ◽  
Significant Patterns

In Zambia, curriculum development for primary and secondary schools is done centrally. The CurriculumDevelopment Centre (CDC), the institution placed with the responsibility of facilitating curriculum development,claims that the Zambian school curriculum is developed through a consultative and participatory approach throughcourse and subject panels where teachers and other stakeholders are represented. However, there has been noempirical evidence to suggest the roles that teachers, who are the major implementers of the same curricular, arerequired to play in the development process. This study therefore, sought to establish perceptions of secondaryschool teachers on their role in the curriculum development process in Zambia. The concurrent embedded design ofthe mixed methods approach was employed with the qualitative approach dominating the study while the quantitativewas used to add detail. Data from secondary school teachers was collected using questionnaires while interviewguides were used for Head teachers. Raw data collected from interviews and questionnaires was analyzed usingthemes and descriptive statistics and then arranged into significant patterns so as to easily interpret and understandthe essence of the data. The findings of the study clearly suggested that the majority of secondary school teachers inLusaka were willing to participate in the curriculum development process, especially in situational analysis, in theformulation of educational objectives, in setting up the curriculum project, and in the writing of curriculum materialssuch as textbooks. From the study it was concluded that teachers were aware of some of the roles that they couldplay in the curriculum development but were not adequately involved in the development process.

scholarly journals The Reality of Education on Global Citizenship in Jordanian Schools

2018 ◽  
Vol 12 (12) ◽  
pp. 128
Author(s):  
Mohammad Saleem AlZboon ◽  
Sarra AbdelHalim AlSleibi ◽  
Nisreen Abdalhafed Alofishat ◽  
Alaa Ahmad Harahsheh
Keyword(s):  
Secondary School ◽  
School Administration ◽  
Secondary School Teachers ◽  
Global Citizenship ◽  
School Curriculum ◽  
Point Of View ◽  
School Teachers ◽  
Knowing That ◽  
The Difference ◽  
School Curricula

The study aimed at identifying the reality of education on international citizenship in Jordanian schools from the point of view of the secondary school teachers in Jordan and knowing that there are statistically significant differences at the level of (α = 0.05) in the sample of the study due to gender, specialization and years of experience. The study consisted of (33) items divided into (3) areas (school administration, school curriculum and teacher), and the sample of the study consisted of (516) teachers and teachers of secondary school in Balqa Governorate. the tool. The results showed that the reality of education on global citizenship in Jordanian schools from the point of view of teachers came to a medium degree of the tool as a whole, and where the order of areas as follows: teacher, school administration, school curriculum. The results also showed that there were significant differences in (α = 0.05) in the field of school administration due to the gender variable and for the benefit of males, and there were no statistically significant differences in the school curriculum, teacher and the tool as a whole due to gender variable. (1 to 5 years), and there were no statistically significant differences in the school curricula, school administration, and the whole instrument due to the difference in specialization. For the variable of experience of the recommendations in the light of the results reached by the need to rehabilitate and train teachers and school administrations on how to achieve education on global citizenship by subjecting them to multiple training programs before and during the service and the need to include values, knowledge and skills of education on global citizenship in the school curriculum more clearly and accurately. Which is based on critical thinking, problem solving, cooperative work and work through projects.

Problems in presenting non-Euclidean geometries to high school teachers

1960 ◽  
Vol 53 (7) ◽  
pp. 559-563
Author(s):  
Louis O. Kattsoff
Keyword(s):  
High School ◽  
Secondary School ◽  
High School Teachers ◽  
Secondary School Teachers ◽  
School Curriculum ◽  
School Teachers ◽  
Secondary School Curriculum

What is the place of non-Euclidean geometries and miniature systems in the secondary school curriculum, and in the curriculum for prospective secondary school teachers of mathematics?

scholarly journals Identifikasi Praktik dan Hambatan Guru dalam Asesmen Kognitif Matematika di Masa Pandemi COVID-19

Jurnal Elemen ◽  
2021 ◽  
Vol 7 (1) ◽  
pp. 86-99
Author(s):  
Hajra Yansa ◽  
◽  
Heri Retnawati ◽  
Keyword(s):  
Elementary Schools ◽  
Secondary School ◽  
Cognitive Assessment ◽  
Online Survey ◽  
Secondary School Teachers ◽  
Mathematics Assessment ◽  
Low Grade ◽  
School Teachers ◽  
Open Questions ◽  
Study Results

This study aims to identify teachers' practices and barriers in carrying out a cognitive mathematics assessment during the COVID-19 pandemic. The type of research used is an online survey using a google form, which is spread over ten days via WhatsApp. This survey uses a qualitative approach. The research instrument was constructed from a pocketbook of periodic diagnostic assessment. A total of 78 primary to secondary school teachers from various regions in Indonesia participated. Data analysis was done descriptively, while data from open questions were analyzed using Atlasti 9. The study results present the practice of cognitive assessment regularly carried out by online-based mathematics teachers in high-grade elementary schools to secondary schools. In contrast, low-grade elementary schools are conducted by home visit. In practice, teachers experience several obstacles: the validity of the answers, limited time in the assessment, barriers from students themselves, and facilities. These obstacles cause the assessment results not to describe the cognitive level in-depth or provide valid and reliable information regarding students' achievement.

scholarly journals Securing a place for film within the ongoing life of a Scottish state secondary school

2020 ◽  
Vol 3 (2) ◽  
pp. 160-174
Author(s):  
Michael Daly ◽  
Jacqueline Thomson ◽  
Jamie Chambers
Keyword(s):  
Teacher Training ◽  
Secondary School ◽  
Secondary School Teachers ◽  
School Curriculum ◽  
School Teachers ◽  
Significant Challenge ◽  
Film Education ◽  
Specific Manner ◽  
Training Programmes

Scottish teachers interested in working with film frequently find themselves faced with a significant challenge in acquiring the confidence and experience to work with this medium in the classroom. Film education does not yet form any significant part of Scottish teacher training programmes and, as such, incorporating film in a medium-specific manner into curricular teaching can be a challenge. This article explores the perspectives of two secondary school teachers at John Paul Academy in Glasgow, who, with the support of UK-based film education charity Into Film, have begun to explore concrete, long-term ways of integrating film education into the school curriculum.

A STUDY OF THE OPINIONS OF SECONDARY SCHOOL TEACHERS AND STUDENTS IN DELTA STATE ON CORRUPTION IN NIGERIA

2015 ◽  
Vol 3 (3) ◽  
pp. 286-291
Author(s):  
DANIEL D. WHAWO
Keyword(s):  
Secondary School ◽  
Religious Education ◽  
Citizenship Education ◽  
Character Development ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teachers And Students ◽  
Character Building

This is a survey research to obtain the opinions of staff and students of secondary schools in Delta State of Nigeria on the corruption in the country. It is a replica study of an earlier one carried out among primary school teachers. Secondary school teachers are part of the societal agents charged with the character development of citizens. Analysis of available data indicated that both staff and students agree that there is corruption in Nigeria and that Nigerians are corrupt. They both disagree on the assertions that: all Nigerians are corrupt; only men are corrupt ; and, men are more corrupt than women in Nigeria. The most noticeable causes of corruption identified by respondents are poor income, unemployment,, corrupt leadership, greed, selfishness, prevalence of bribery and desire to openly spend money in public gatherings. A strong emphasis on moral and religious education for character building and civic/citizenship education is advocated as a long-term antidote to the evils of corruption in Nigeria.

scholarly journals Evaluation of teachers’ opinions on sustainability of school-based change policiesÖğretmenlerin okul temelli değişim politikalarının sürdürülebilirliğine ilişkin görüşlerinin değerlendirilmesi

2015 ◽  
Vol 12 (2) ◽  
pp. 703
Author(s):  
Betül Balkar ◽  
Nazife Karadağ
Keyword(s):  
Professional Development ◽  
Secondary School ◽  
Quantitative Research ◽  
Secondary School Teachers ◽  
School Administrators ◽  
School Teachers ◽  
Quantitative Research Methods ◽  
Qualitative And Quantitative ◽  
School Based ◽  
Internal And External Factors

<p>The aim of this study is to determine the opinions of secondary school teachers on sustainability of school-based educational and administrative change policies at schools. Qualitative and quantitative research methods and techniques were used together in the study and therefore the study was conducted through mixed research method. The participants of the study consisted of 196 secondary school teachers working in the central districts of Gaziantep province. The participants were chosen by using maximum variation sampling on a volunteer basis. Data of the study were collected through an interview form including standardized open-ended questions. Qualitative and quantitative techniques were used in the analysis of collected data. As a result of the study, it is determined that school-based change policies were especially established for educational issues. Change policies should be accordant with school culture and should be systematic in order to gain acceptance of teachers and become practicable in this way. It is also revealed that teachers should have a certain number of characteristics facilitating implementation of changes. It is concluded that internal and external factors should be considered together and teachers’ and school administrators’ professional development should be provided with continuity in order to ensure sustainability of school-based change policies. Based on the results of the study, it is suggested that professional development opportunities for teachers and administrators should be varied and should be enriched in terms of content in order to response to requirements of change effectively.</p><p> </p><p><strong>Özet</strong></p><p>Bu araştırmanın amacı; ortaokul öğretmenlerinin okul temelli eğitsel ve yönetsel değişim politikalarının okullarda sürdürülebilirliğine ilişkin görüşlerinin belirlenmesidir. Nitel ve nicel araştırma yöntem ve tekniklerinin bir arada kullanıldığı araştırma karma araştırma yöntemiyle gerçekleştirilmiştir. Araştırmanın katılımcıları Gaziantep ili merkez ilçelerinde bulunan ortaokullarda görev yapan 196 ortaokul öğretmeninden oluşmaktadır. Katılımcılar maksimum çeşitlilik örneklemesi kullanılarak ve gönüllük esasıyla belirlenmiştir. Araştırmanın verileri standartlaştırılmış açık uçlu sorulardan oluşan görüşme formu aracılığıyla toplanmıştır. Araştırma verilerinin analizinde nitel ve nicel veri analizi teknikleri bir arada kullanılmıştır. Araştırmanın sonucunda; okul temelli değişim politikalarının özellikle eğitsel konulara yönelik olduğu belirlenmiştir. Değişim politikalarının öğretmenler tarafından kabul görmesi ve böylece uygulanabilir olabilmesi için, okul kültürüne uygun olması ve sistemli olması gerekmektedir. Aynı zamanda öğretmenlerin de değişimin uygulanmasını kolaylaştıracak birtakım özelliklere sahip olması gerektiği ortaya çıkmıştır. Okul temelli değişim politikalarının sürdürülebilirliğinde okul içi ve okul dışı faktörlerin bir arada değerlendirilmesi ve özellikle yönetici ve öğretmenlerin mesleki gelişimlerinde süreklilik sağlanması gerektiği sonucuna ulaşılmıştır. Araştırmanın sonuçlarına dayalı olarak; değişimin gerekliliklerine etkili bir şekilde cevap verilebilmesi için, öğretmenlere ve okul yöneticilerine sunulan mesleki gelişim olanaklarının çeşitlendirilmesi ve içerik açısından zenginleştirilmesi önerilmektedir.</p>

scholarly journals Disparity in Availability of Public “General” Secondary Teachers in The City of Dschang And Its Periphery

2020 ◽  
Vol 2 (2) ◽  
pp. 298-315
Author(s):  
Jolin TAFELEFACK ◽  
Claudin Karim NANA ◽  
Martin KUÉTÉ
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Unequal Distribution ◽  
Demand For Education ◽  
Qualitative And Quantitative ◽  
Teacher Assignment ◽  
Trained Teachers ◽  
The City ◽  
The Town

To effectively meet the demand for education, the Cameroon is called upon to trained teachers and ensure their equitable distribution throughout the country. However, in Menoua Division, the situation is different as compared to the rest of the country. The spatial distribution of teachers per school shows unequal distribution between the town and its periphery. Indeed, while the number of pupils in general secondary schools is increasing. This increase is not accompanied by an increase in the number of teachers. This general shortage does not present itself within the city as compared to its periphery. The principal objective of this reflection is to show the reasons accounting for these disparities. The methodology applies include both qualitative and quantitative data from teachers and administrative officials of general secondary education. The reflection leads to three main results. Firstly, the shortage of teachers couple with the mechanism for assigning teachers favor’s schools in urban area of Dschang to the detriment of its periphery. Secondly, is that secondary school teachers use the loopholes in the teacher assignment to position themselves in urban schools where they avoid the periphery which they stigmatize. Finally, this disparity has many consequences in the demand of education.

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