scholarly journals The Impact of External Examinations on High School Curricula: Perceptions of Science Teachers

2013 ◽  
Vol 106 ◽  
pp. 2838-2843
Author(s):  
Hüseyin Yaratan ◽  
Hicran B. Fırat
Keyword(s):  
High School ◽  
Science Teachers ◽  
The Impact ◽  
School Curricula

scholarly journals The Impact of High School Life Science Teachers’ Subject Matter Knowledge and Knowledge of Student Misconceptions on Students’ Learning

2020 ◽  
Vol 19 (1) ◽  
pp. ar9
Author(s):  
Chen Chen ◽  
Gerhard Sonnert ◽  
Philip M. Sadler ◽  
Susan Sunbury
Keyword(s):  
High School ◽  
High School Students ◽  
Science Teachers ◽  
Subject Matter ◽  
Life Science ◽  
Subject Matter Knowledge ◽  
School Life ◽  
Wrong Answer ◽  
Student Misconceptions ◽  
The Impact

One of the foundational assumptions in education is that greater teacher knowledge contributes to greater gains in student knowledge, but empirical evidence in support of this assumption is scarce. Using a U.S. sample of 79 biology teachers and their 2749 high school students, we investigate whether teachers’ subject matter knowledge (SMK) and knowledge of students’ misconceptions (KOSM) in high school life science are associated with students’ posttest performance on multiple-choice test items designed to reveal student misconceptions, after controlling for their pretest scores. We found that students were more likely to answer an item on the posttest correctly if their teachers could answer the question correctly, themselves (SMK). Teachers’ ability to predict students’ most common wrong answer (KOSM) for an item predicted even better student performance. Items for which a particular wrong answer rose above others in popularity saw an even greater benefit for teacher KOSM.

scholarly journals Development of OrSAEv Model Learning: Preliminary Study of Students’ Prepareness Facing Volcanic Eruption Disaster

2021 ◽  
Vol 2 (1) ◽  
pp. 41-51
Author(s):  
Siti Nurvitasari ◽  
Madlazim ◽  
Wasis
Keyword(s):  
High School ◽  
Science Teachers ◽  
Junior High School ◽  
School Environment ◽  
Disaster Response ◽  
Junior High ◽  
Volcanic Eruptions ◽  
Disaster Mitigation ◽  
Model Learning ◽  
The Impact

Geologically, Indonesia is a country prone to disasters, particularly volcanic eruptions. One of the steps that can be taken to minimize the impact of volcanic eruptions is through the education sector as foundation the knowledge, attitudes, and skills of students. Therefore, this study aims to determine the preparedness of students in dealing with volcanic eruptions based on aspects of knowledge about volcanic eruptions, responsiveness in dealing with volcanic eruptions, and evacuation skills in dealing with volcanic eruptions. The subjects of the study were 26 students from 8th grade at Junior High School of 1 Ngancar. Research method in this study is by interviews and tests. Samples of respondents were taken randomly based on suggestions from science teachers at Junior High School of 1 Ngancar. The results of the research that have been carried out are as follows: Student preparedness is still in the poor category, seen from the aspect of knowledge and skills in evacuation, while the aspect of disaster response attitudes shows conflicting results, where based on the test of disaster response attitudes, 83.3% is in the good category. However, based on interviews with science teachers, it shows that the facilities, and there has never been any socialization related to disaster mitigation in the school environment. Therefore, it is necessary to do an application test to find out whether disaster response attitudes are truly embedded in students.

scholarly journals Comparing Robert Noyce Scholars and Non- Robert Noyce Scholars Perceptions of Teaching

2016 ◽  
Vol 2 (2) ◽  
pp. 90-105
Author(s):  
Jennifer G. Whitfield ◽  
Hersh Waxman ◽  
Timothy Scott
Keyword(s):  
High School ◽  
Science Teacher ◽  
Science Teachers ◽  
Latent Variables ◽  
Financial Incentives ◽  
School Mathematics ◽  
Control Group ◽  
High School Mathematics ◽  
Math And Science ◽  
The Impact

Staffing high schools with highly qualified math and science teachers continues to be a challenge for school districts across the U.S. (NCTAF, 2010; Ingersoll & Merril, 2010). One way to address this challenge is to offer financial incentives, in the form of scholarships or grants, for high performing college students to become high school mathematics or science teachers. Oftentimes, attached to these financial incentives are service commitments to which recipients must agree to teach for a specified number of years in a high-need school or district. Investigating the impact these types of scholarship programs have on the high school math and science teacher staffing issue is an area that warrants more research. To help identify some characteristics of students involved in these types of financial incentive programs, our study investigates how the Robert Noyce Scholarship Program influenced students’ decisions to become a high school mathematics or science teachers and their dispositions about teaching in schools. In this study, we administered a 70 item survey to 61 participants (29 experimental group, 32 control group) during the summer of 2015. Latent variables were created using Exploratory Factor Analysis and differences between the experimental and control groups were tested with the Mann-Whitney U and Chi-Square tests. Findings indicate statistically significant differences in three areas: (a) scholarship recipients’ decisions to become a high school mathematics or science teacher, (b) plans for graduate education, and (c) teacher preparation.

MODEL PENDIDIKAN KARAKTER TERINTEGRASI PEMBELAJARAN SAINS

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Wayan Sadia
Keyword(s):  
High School ◽  
Character Education ◽  
Science Teachers ◽  
Science Learning ◽  
School Science ◽  
Lesson Plans ◽  
Assessment Model ◽  
High School Science ◽  
Learning Models ◽  
High School Science Teachers

Abstract This research was conducted with the main objective to develop a model of character education integrated with science learning in elementary, junior, and senior high schools. The research was focused on the needs analysis study involving 36 elementary school science teachers, 34 junior high school science teachers and 27 senior high school science teachers to collect information on science learning in relation to character education. Data were collected by questionnaires, observation and interviewing techniques. Data were analyzed by descriptive and qualitative meaning. The results showed that: 1) character education can be developed through selection of science learning model, assessment model, and teaching materials, 2) science learning models that contribute significantly to the development of the character of students are inquiry learning, problem-based learning, cooperative learning , science-technology-society, problem solving, and contextual learning models, 3) science teacher’s responses to the character education are generally very positive and seek to develop good character through a learning process, 4) some (55.3%) science teachers include indicators of character values that to be target of learning in the syllabus and lesson plans, and some (44.7%) do not explicitly specify its, but implicitly implied in the syllabus and lesson plans. Keywords: character education, integrated science learning

THE USE OF ICT IN ISLAMIC EDUCATION (PAI) LEARNING AT SCHOOL: A Case Study on Integrated Islamic High School (SMA-IT) Ummul Quro Bogor

2020 ◽  
Author(s):  
Farida Hanun
Keyword(s):  
High School ◽  
Learning Process ◽  
Research Method ◽  
Qualitative Approach ◽  
Learning Systems ◽  
Government Support ◽  
Islamic Education ◽  
Inhibiting Factors ◽  
The Impact

This study aims to obtain a description related to the learning of PAI by using ICT and how the impact of the use of ICT on PAI learning systems in the classroom. The research method uses a qualitative approach in the integrated Islamic high school Ummul Quro Bogor, West Java. The results showed that a) there were four stages of using ICT in the learning process, namely; emerging, applying, integrating dan transforming. PAI teachers are already at the integrating stage. In other words, ICT has been integrated into the PAI learning curriculum. b) supporting factors for the use of ICT are the existence of ICT support facilities, the availability of qualified educators, the commitment of the school to implement ICT in every PAI learning. c) Inhibiting factors in the use of ICT are aspects of financing ICT facilities require a large budget. Some elderly teachers have difficulty using ICT in the learning process. Besides, the internet network is unstable. d) The impact of the use of ICT is very significant on PAI learning process. e) the existence of ICT devices not only as a support but already as an important component in the education system. The research led to the recommendation of the need for government support in the form of concern for ICT in terms of policies, facilities, workforce, budget, and organizing training in the use of ICT for PAI teachers to improve their professionalism. Therefore, further research is suggested regarding the effectiveness of the use of ICT in the learning process of PAI.

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