scholarly journals Source, respondent, or partner? Involvement of secondary school students in participatory action research

2020 ◽  
Vol 100 ◽  
pp. 101544 ◽  
Author(s):  
Ben H.J. Smit ◽  
Jacobiene A. Meirink ◽  
Amanda K. Berry ◽  
Wilfried F. Admiraal
Keyword(s):  
Action Research ◽  
Secondary School ◽  
Participatory Action Research ◽  
Secondary School Students ◽  
Participatory Action ◽  
School Students ◽  
Partner Involvement

Student action research: Preventing bullying in secondary school—Inkla project

2017 ◽  
Vol 18 (2) ◽  
pp. 251-269 ◽  
Author(s):  
Małgorzata Wójcik ◽  
Maria Mondry
Keyword(s):  
Action Research ◽  
Secondary School ◽  
Participatory Action Research ◽  
Secondary School Students ◽  
Peer Group ◽  
Youth Participatory Action Research ◽  
Participatory Action ◽  
School Life ◽  
Action Research Project ◽  
School Students

This article presents Inkla, a youth participatory action research project initiated by secondary school students and supported by university researchers and students. The main goal was to help secondary school students explore intragroup relations in school classes and problems students may encounter as bullying or peer group exclusion. It was also intended to design practical methods to stop bullying and create supportive peer groups. A group of secondary school students became student researchers and conducted interviews in their school classes which resulted in including their peers and teachers in well planned and research-based collective action to prevent bullying and improve school life. Outcomes demonstrate that the student voice can support or change a school’s antibullying policy if the responsibility for bullying prevention is shared with students who are treated as agents of change. This article also describes the complex process of building participative relationships in youth participatory action research.

Developing a lesson plan on conventional and green pesticides in chemistry education – a project of participatory action research

2020 ◽  
Vol 21 (1) ◽  
pp. 141-153 ◽  
Author(s):  
Christian Zowada ◽  
Nadja Frerichs ◽  
Vânia Gomes Zuin ◽  
Ingo Eilks
Keyword(s):  
Action Research ◽  
Secondary School ◽  
Participatory Action Research ◽  
Student Teachers ◽  
Chemistry Education ◽  
Lesson Plan ◽  
Sustainable Chemistry ◽  
Participatory Action ◽  
School Students ◽  
Chemistry Research

The debate on the use of pesticides is very current in the public media when it comes to topics such as organic farming, bee mortality, and the use of glyphosate. The broad range of pesticide applications and their potential environmental impact makes pesticides an interesting topic for science education in general and for chemistry teaching in particular. This is particularly true when conventional pesticide use is contrasted with current chemistry research efforts to develop alternatives based on the ideas of green chemistry. This paper discusses the potential relevance of pesticides for chemistry education in connection with education for sustainable development. It gives a brief outlook on pesticides in science teaching and connects the topic to socio-scientific issue-based chemistry education. A case study which developed a lesson plan for secondary school students is presented here. It defines pesticides, before focusing on the development of green pesticides as potential alternatives to current products. The lesson is focusing learning about chemistry rather than learning of chemistry in the means that the lesson introduces quite young chemistry learners (age range 15–17) to ideas of green and sustainable chemistry and how green alternatives in chemistry can be assessed and compared to traditional alternatives. Video vignettes of a scientist are used to introduce the topic to students. Finally, both glyphosate as a conventional, industrial pesticide and orange oil as an example of a green pesticide are compared using spider chart diagrams. The lesson plan was cyclically designed by a group of ten chemistry teachers using participatory action research. It was piloted with the help of secondary school chemistry student teachers and then tested in five German secondary school classes (grades 10/11). The use of the spider charts was regarded as especially helpful by the learners, most of whom felt that they had been able to understand the controversy surrounding pesticides.

scholarly journals PENDAMPINGAN MANAJEMEN WAKTU ANAK PADA MASA NORMAL BARU DI DUSUN DESEKAN KABUPATEN MAGELANG

2021 ◽  
Vol 5 (1) ◽  
pp. 291
Author(s):  
Fiki Fitriyah ◽  
Yeny Fitriyani ◽  
Milna Wafirah ◽  
Achmad Labib ◽  
Titis Rosowulan
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Time Management ◽  
Free Time ◽  
Daily Activities ◽  
Participatory Action ◽  
School Students ◽  
New Normal ◽  
Face To Face ◽  
The World

Tatanan Hidup Baru (New Normal) dimasa pandemi COVID-19 memberikan pengalaman yang benar-benar baru bagi dunia pendidikan khususnya siswa Sekolah Dasar (SD) di Indonesia. Kewajiban untuk taat protokoler kesehatan yang salah satu klausulnya adalah tidak berkerumun dan menjauhi krumunan menjadikan kegiatan belajar mengajar sangat tidak biasa. Tidak ada tatapmuka baik dengan guru ataupun teman, semua dilakukan secara daring (online). Hal tersebut membuat pelajar mempunyai waktu luang yang banyak dan cenderung tanpa pengawasan baik dari orang tua maupun guru. Tujuan pengabdian ini adalah untuk mengoptimalkan waktu luang siswa dengan manajemen waktu di masa normal baru. Metode yang digunakan dalam penelitian ini menggunakan metode Participatory Action Research (PAR). Tahapan penting dalam PAR adalah Research (pemetaan masalah), Action (rencana aksi dalam penyelesaian masalah) and Participatory (orang tua dan siswa SD di Desa Desekan). Teknik Pengumpulan data dilakukan dengan observasi, survei, dokumen dan wawancara. Pendampingan diharapakan dapat membantu siswa memahami pentingnya manajemen waktu dengan membuat jadwal kegiatan harian sehingga siswa dapat memanage waktunya dengan efektif dan efisien. Kesimpulan dari pengabdian ini adalah para siswa belum memahami dengan baik mengenai manajemen waktu dan banyak menghabiskan waktu dengan dawai dan bermain yang tidak berhubungan dengan pendidikan. Kata kunci: Tatanan Hidup Baru, COVID-19, Manajemen Waktu, PAR ABSTRACT The New Living Order (New Normal) during the COVID-19 pandemic provided a completely new experience for the world of education, especially elementary school students in Indonesia. The obligation to comply with the Health protocol makes learning without face-to-face either with teachers or friends and everything is done online. This makes students have a lot of free time and tends to be without supervision from either parents or teachers. The aim of this service is to optimize students' free time with time management in the new normal. The method used in this study uses the Participatory Action Research (PAR) method. The important stages in PAR are Research (mapping problems), Action (action plans in solving problems) and Participatory (participation of parents and elementary students in Desekan village). The technique of collecting data was carried out by observation, surveys, documents and interviews. It is hoped that mentoring can help students understand the importance of time management by scheduling daily activities so that students can manage their time effectively and efficiently. The conclusion of this dedication is that the students do not understand well about time management and spend a lot of time with strings and games that are not related to education. Keywords: New Normal, COVID-19, Time Management, PAR

scholarly journals Effectiveness of Concept Mapping Strategy on Understanding and Retention among Secondary School Students

2015 ◽  
Vol 14 (1) ◽  
pp. 15
Author(s):  
Ramyasmruthi S Talanki
Keyword(s):  
Action Research ◽  
Secondary School ◽  
Concept Mapping ◽  
Secondary School Students ◽  
Concept Maps ◽  
Concept Map ◽  
Secondary Student ◽  
School Students ◽  
Mapping Strategy ◽  
Spss Software

Concept mapping is a tool used for representing knowledge in an organized format. It consists of concepts that are encircled and a connecting line with linking words or phrases represents the relationships between the different sub-concepts. Joseph D. Novak developed the concept maps in the 1970s. Mendia et al., 2008 have used this tool that promotes meaningful learning in math with secondary school students. Sharma, 2014 has used this tool for student’s achievement and concept retention for higher secondary student. This paper is regarding effectiveness of concept maps in concept retention among secondary school students. It is an action research conducted with ten students. The concept map was prepared using software called as Cmap. The institute that has developed this software is Institute for Human and Machine Cognition. The concept of structure of DNA was taken to teach the students using concept map. A pretest, posttest, and delayed test were conducted to observe the students understanding and retention of the concept. The results were analyzed using SPSS software. It was observed that the understanding and retention of the concept among the students was visible after using the concept mapping strategy

scholarly journals Immediate influences of hygiene education sessions on handwashing behaviors of selected Nepali students

2020 ◽  
Vol 10 (4) ◽  
pp. 979-985
Author(s):  
Govinda Prasad Devkota ◽  
Sheri Bastien ◽  
Petter D. Jenssen ◽  
Manoj K. Pandey ◽  
Bhimsen Devkota ◽  
...  
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Low Income ◽  
Structured Interview ◽  
Low Income Countries ◽  
Participatory Action ◽  
School Students ◽  
Research Committee ◽  
Basic Level ◽  
Handwashing With Soap

Abstract Appropriate handwashing can prevent 50–70% of water and foodborne infections. However, schoolchildren who are in the formative stage of life, particularly in low-income countries like Nepal, are deprived of such a lifesaving skill. This study investigates the effectiveness of a school-based participatory action research intervention to promote handwashing with soap among basic level community school students in Nepal. Teachers, the school management committee, the participatory action research committee, and child-club members actively participated in designing and implementing the intervention. This study employed a semi-structured interview with the headteacher, five focus group discussions, and spot observations during 50 handwashing with soap events involving students, to collect the data. This study assesses the handwashing situation of students before and after the intervention. As part of the intervention, participatory teaching methods such as singing, drawing, showing a video, games, and demonstrations were used. Findings from basic level students who actively participated in hygiene sessions and increased their handwashing with soap before meals and after toilet use were used as a comparison to baseline. Participants reported that the intervention was perceived positively, pragmatic, and cost-effective. This intervention study concluded that handwashing behaviors improved because of the influence of sensitization sessions and demonstrations about handwashing. However, some predominant issues in the teaching of handwashing practices include limited hygiene contents in the curriculum and the practical use of teaching and learning activities. The lack of availability of soap at handwashing stations is the main barrier in sustaining handwashing behaviors in schoolchildren.

Flipping the Script: The Dangerous Bodies of Girls of Color

2017 ◽  
Vol 17 (5) ◽  
pp. 415-423 ◽  
Author(s):  
Venus E. Evans-Winters ◽  
Keyword(s):  
High School ◽  
High School Students ◽  
Action Research ◽  
Participatory Action Research ◽  
Research Process ◽  
Black Girls ◽  
Participatory Action ◽  
School Students ◽  
Color Experience ◽  
Girls Of Color

Girls of color have been left out of discussions on youth participatory action research (YPAR) as well as gender- and race-based scholarship related to school marginalization. How Black girls and other girls of color experience girlhood is undertheorized. In this particular discussion, high school girls themselves expose the ways in which girls are punished in schools. Using participatory action research (PAR), high school students unveil girls of color experiences in schools as “dangerous bodies.” The author asseverates that Black girls and other girls of color “flip the script” by becoming conscientious and active agents in social change through the research process.

scholarly journals The Effectiveness of Interactive Module Based on Lectora™ to Improve Secondary School Students’ Spatial Ability

2017 ◽  
Vol 7 (2) ◽  
pp. 95-102
Author(s):  
Tika Septia ◽  
Sofia Edriati ◽  
Merina Pratiwi
Keyword(s):  
Action Research ◽  
Secondary School ◽  
Spatial Ability ◽  
Test Score ◽  
Secondary School Students ◽  
School Students ◽  
Plan Implementation ◽  
Polyhedral Geometry ◽  
Maximum Test ◽  
Grade 8

Polyhedral geometry is a topic that requires students’ spatial ability. The study aims at evaluating the effectiveness of the implementation of the interactive module based on Lectora™ for students. Action research was adopted for this study. This research consisted of two cycles where each followed the steps: plan, implementation, observation, and reflection. The subjects of this study was students Grade 8 of SMP Taman Siswa. In general, learning is said to be effective if at least 85% of students pass the test. The findings show that 75% of the students in cycle I got maximum test score and in cycle II the percentage increases to 87.5%.

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