scholarly journals A Diagnostic Study of the Subject Matter of High School Chemistry (Powers, S. R.)

1925 ◽  
Vol 2 (3) ◽  
pp. 224
Author(s):  
Wilhelm Segerblom
Keyword(s):  
High School ◽  
Subject Matter ◽  
Diagnostic Study ◽  
High School Chemistry ◽  
The Subject

A High School Teacher's View on the Training of Teachers of Secondary Mathematics

1936 ◽  
Vol 29 (3) ◽  
pp. 115-122
Author(s):  
Martha Hildebrandt
Keyword(s):  
High School ◽  
High Schools ◽  
Subject Matter ◽  
Secondary Mathematics ◽  
The Subject

One hears so much about changing the curriculum; about introducing into our high schools new courses, in some of which the subject matter is embarrassingly vague; about tests and measuremepts and laboratories to help the pupil adjust himself…. I hesitate, unable to choose a word for that to which the pupil must adjust himself and not at all certain just what the pupil has to adjust. One reads about differentiated courses and incidentally also about integrating courses. Is it not possible that each new fashion in education is just another attempt to improve the teaching in the schools of the respective states from which you and I come.

Analysis Is Not Enough

1934 ◽  
Vol 27 (5) ◽  
pp. 257-264
Author(s):  
Alma M. Fabricius
Keyword(s):  
High School ◽  
High Schools ◽  
Subject Matter ◽  
Educational Theory ◽  
The Subject ◽  
Compulsory Subject

Ever since the explosion of the theory that the faculty of thinking could be developed and strengthened by exercise in thinking regardless of the nature of the subject matter involved, geometry as a universally required subject in the high schools of America has been on the defensive. And, when we consider the large number of failures in the subject, in the light of the educational theory that a child learns only through the encouragement of success, it becomes seriously doubtful whether geometry should be retained as a compulsory subject in the high school.

Let’s Use Trigonometry

1975 ◽  
Vol 68 (2) ◽  
pp. 157-160
Author(s):  
John J. Rodgers
Keyword(s):  
High School ◽  
Subject Matter ◽  
School Mathematics ◽  
High School Mathematics ◽  
Mathematics Courses ◽  
High School Geometry ◽  
School Geometry ◽  
The Subject ◽  
Order Of Presentation

All too often in the teaching of high school mathematics courses, we overlook the inherent flexibility and interdependence of the subject matter. It is easy to fall into the trap of presenting algebra, trigonometry, geometry, and so on, as separate areas of study. It is because they were taught this way traditionally. With relatively minor changes in the order of presentation, we can demonstrate to the student the vital interconnectiveness of mathematics. For example, many courses in high school geometry include a unit on trigonometry. The student learns three trigonometric ratios, namely, the sine, the cosine, and the tangent. He also learns to use the trigonometric tables to solve for an unknown side of a right triangle. Generally this material comes quite late in the year.

scholarly journals Three Major Difficulties in the Learning of Demonstrative Geometry

1940 ◽  
Vol 33 (3) ◽  
pp. 99-134
Author(s):  
Rolland R. Smith
Keyword(s):  
High School ◽  
Subject Matter ◽  
Young Person ◽  
School Age ◽  
Good Teacher ◽  
Experienced Teacher ◽  
Lecture Method ◽  
The Subject ◽  
The Many ◽  
Successful Teaching

Efficient and successful teaching of demonstrative geometry in the senior high school requires on the part of the teacher much more than a knowledge of the subject matter. The young person who goes into the geometry classroom after leaving college with honors in mathematics is not necessarily a good teacher. Unless he has been forewarned in one way or another, he is likely to resort to the lecture method which his professors have used in college and then find to his surprise that his pupils have learned little. He may have taken courses in which he studied the general laws of learning as applied to pupils of high school age, but even so he will have difficulty in translating his knowledge to fit the specific requirements of the classroom. Part of his training may have been to observe the work of a highly efficient, successful, and artistic teacher whom he may try to imitate. He will find, however, that he has not been keen enough to grasp the meaning and purpose of many of the techniques. Not knowing beforehand how a group of pupils will react to a given situation, he fails to see when and how the experienced teacher has avoided pitfalls by introducing many details of development not necessarily needed in the finished product but indispensable to the learning process. Before he can become adept in preparing a course of study or planning his everyday lessons, he needs to know what difficulties pupils will have with the many component tasks which when integrated fulfill the desired aim. A teacher can plan a skillful development only when he has reached a point where he can predict within reasonable limits what the reactions of a group of pupils will be.

scholarly journals Motivation, Creativity, and Self-Confidence as Forming Factors of Economic Learning Autonomy

2018 ◽  
Vol 12 (2) ◽  
pp. 182-195 ◽  
Author(s):  
Dewi Amaliah Nafiati
Keyword(s):  
High School ◽  
Data Collection ◽  
Subject Matter ◽  
Senior High School ◽  
Learning Motivation ◽  
Social Education ◽  
Self Confidence ◽  
The Subject ◽  
Whole Class ◽  
Education Science

This research aims to determine the influence of both partial and simultaneous motivation, creativity, and confidence of students in studying to economic subject learning autonomy of the students of Senior High School 4 Tegal. The population in this study was the whole class X Social Education Science which consists of 126 students. The data collection in this research was taken through several methods, whicha are observation, questionnaire, and documentation. The result of this study shows that 77.7% of learning motivation, learning creativity, and self-confidence simultaneously affect the learning autonomy of economics subject of Senior High School 4 Tegal. The results of this study are expected to enable teachers to foster learning motivation, learning creativity and self-confidence of the students in order to form the character of independence. Students are expected to not only rely on the subject matter given by the teachers, but they must be more active and independent in learning to expand a broad insight about economy.

scholarly journals Implementasi pembelajaran abad 21 dalam kurikulum 2013

2019 ◽  
Vol 12 (1) ◽  
pp. 14-23
Author(s):  
Yusuf Andrian ◽  
Rusman Rusman
Keyword(s):  
High School ◽  
21St Century ◽  
Subject Matter ◽  
Policy Making ◽  
21St Century Learning ◽  
School Development ◽  
Ministry Of Education ◽  
The Real ◽  
Assessment Of Learning ◽  
The Subject

Abstrak: Penelitian ini merupakan penelitian deskripsi yang dilakukan pada 39 SMA Rujukan yang ada di Provinsi DKI Jakarta. Penelitian ini bertujuan untuk mendeskripsikan implementasi pembelajaran abad 21 dalam Kurikulum 2013 pada mata pelajaran Fisika di SMA Rujukan Provinsi DKI Jakarta. Fokus penelitian diarahkan pada empat sub variabel yaitu; (1) perencanaan pembelajaran; (2) pelaksanaan pembelajaran; (3) penilaian pembelajaran; dan (4) pengawasan pembelajaran. Responden yang dilibatkan dalam penelitian adalah guru mata pelajaran Fisika. Pada penelitian ini digunakan angket untuk mengumpulkan data dan menggunakan skala Likert dengan skor 1 sampai 4. Selanjutnya, data tersebut diolah dengan menggunakan teknis analisis deskriptif persentase. Hasil dari penelitian ini diharapkan dapat menjadi masukan bagi Kementerian Pendidikan dan Kebudayaan, khususnya bagi Direktorat Pembinaan SMA, mengenai kondisi riil di lapangan berkaitan dengan implementasi Kurikulum 2013 SMA sehingga dapat dijadikan bahan pertimbangan dalam pengambilan kebijakan selanjutnya. Kata Kunci: Pembelajaran Abad 21, Kurikulum 2013, Fisika, SMA Rujukan Abstract: This research is a description research conducted from 39 SMA Rujukan in Province of DKI Jakarta. This study aims to describe the implementation of 21st century learning in Curriculum 2013 in the subject matter of physics at SMA Rujukanin Province of DKI Jakarta. The focus research is directed to four sub variables namely; (1) planning of learning; (2) implementing of learning; (3) assessment of learning; & (4) monitoring of learning. Respondents in this research are teacher of Physics subject. This study used questionnaires to collect data and use Likert scale with a score of 1 to 4. Furthermore, the data is processed by using technical analysis descriptive percentage. The results of this study are expected to be an input or recommendation for the Ministry of Education and Culture, especially for the Directorate of High School Development, regarding with the real conditions in the school related to the implementation of Curriculum 2013 so it can be taken into consideration for the next policy making. Keywords: 21st Century Learning, Curriculum 2013, Physics, SMA Rujukan

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