CHAPTER 6. On the Development of Non-formal Learning Environments for Secondary School Students Focusing on Sustainability and Green Chemistry

2015 ◽  
pp. 76-92 ◽  
Author(s):  
Nicole Garner ◽  
Johannes Huwer ◽  
Antje Siol ◽  
Rolf Hempelmann ◽  
Ingo Eilks
Keyword(s):  
Secondary School ◽  
Green Chemistry ◽  
Learning Environments ◽  
Secondary School Students ◽  
Formal Learning ◽  
School Students

scholarly journals A STUDY ON THE ROLE OF GREEN CHEMISTRY IN DAILY LIFE OF SECONDARY SCHOOL STUDENTS

2021 ◽  
Vol 6 (3) ◽  
Author(s):  
Dr Sajeena S
Keyword(s):  
Secondary School ◽  
Green Chemistry ◽  
Secondary School Students ◽  
Daily Life ◽  
Environmental Awareness ◽  
Average Level ◽  
School Students

The present study was intended to find the role of green chemistry in daily life application for developing environmental awareness among secondary school students. By conducting the study, the investigator found that there was an average awareness of the concept of green chemistry for secondary school students that is, 80% of the secondary school students has an average level of awareness on the concept of green chemistry and 64 % of the students have average level of awareness about the daily life application of green chemistry. The findings have revealed that secondary school students are interested to incorporate green chemistry as part of their curriculum.

scholarly journals Expanding and Embedding Digital Literacies: Transformative Agency in Education

2019 ◽  
Vol 7 (2) ◽  
pp. 47-58 ◽  
Author(s):  
Andreas Lund ◽  
Anniken Furberg ◽  
Greta Björk Gudmundsdottir
Keyword(s):  
Secondary School ◽  
Learning Environments ◽  
Secondary School Students ◽  
Analytical Framework ◽  
Digital Literacies ◽  
Lower Secondary School ◽  
School Students ◽  
Student Activities ◽  
Science Project ◽  
Double Stimulation

Socio-political, environmental, cultural, and digital changes require literacies that will be crucial for facing complex challenges. This article contributes to a notion of digital literacies as agentic and transformative and having epistemological implications. Although studies in digital literacies have examined diverse forms of understanding and relating to digitalization, we find that few studies have adopted a principled approach to transformative enactment of digital literacies. Our analytic focus is on how agents turn to digital (and other) resources when faced with problems in order to make them manageable. We conceptualize this notion of digital literacies by drawing on the Vygotskian principle of double stimulation. To demonstrate how agentic and transformative literacies appear in technology-rich learning environments, we make use of an empirical setting in which lower secondary school students and their teacher face a conundrum in a science project. We use this case as an empirical carrier of the conceptual and analytical framework employed. The analysis shows how the teacher enacts digital literacies in the design and orchestration of student activities in technology-rich learning environments where unforeseen issues occur, and how the collaborating students enact digital literacies by drawing on resources that enable them to resolve their insufficient understanding of a problem to reach insights that are shared with their peers.

The Effects of “Green Chemistry” on Secondary School Students’ Understanding and Motivation

2013 ◽  
Vol 24 (1) ◽  
pp. 35-43 ◽  
Author(s):  
Mageswary Karpudewan ◽  
Wolff-Michael Roth ◽  
Zurida Ismail
Keyword(s):  
Secondary School ◽  
Green Chemistry ◽  
Secondary School Students ◽  
School Students

scholarly journals The Instructional Design of a 4C/ID-Inspired Learning Environment for Upper Secondary School Students’ Research Skills

2020 ◽  
Vol 11 (3) ◽  
pp. 126-147
Author(s):  
Louise Maddens ◽  
Fien Depaepe ◽  
Annelies Raes ◽  
Jan Elen
Keyword(s):  
Social Sciences ◽  
Secondary School ◽  
Learning Environment ◽  
Learning Environments ◽  
Secondary School Students ◽  
Online Learning Environment ◽  
Upper Secondary School ◽  
School Students ◽  
Research Skills ◽  
Upper Secondary

In today’s complex world, the acquisition of research skills is considered an important goal in education. Consequently, there is a growing body of literature that recognizes the value of well-designed learning environments for effectively supporting the development of this complex set of skills. However, a clear consensus on how these research skills can be facilitated is currently lacking, and the design processes underlying the learning environments aiming to foster students’ research skills are not always clearly outlined. Furthermore, interventions aiming to foster these skills are often implemented in the domains of physics, biology, and chemistry, while other domains (such as behavioral and social sciences domains) remain understudied. In addition, current approaches to foster research skills often refer to only a few epistemic activities (Fischer et al., 2014) related to research skills. Inspired by a design-based research approach, this design effort case seeks to clearly explain the design considerations for, and the development of an online learning environment aiming to foster upper secondary school students’ research skills in a behavioral sciences context. The online learning environment (RISSC or Research In Social SCiences) consists of a lesson series designed based on a systematic approach to four-component instructional design (van Merriënboer & Kirschner, 2018), and was piloted with two different cohorts in upper secondary education and in first year of university.

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